<![CDATA[This article examines the implementation of behaviorist and humanist learning theories in Islamic Religious Education (PAI) learning at the Madrasah Ibtidaiyah level. The study uses a descriptive qualitative approach through simulated observation, interview, and document analysis data designed for scientific writing practice. The discussion focuses on how reinforcement, habituation, reflective dialogue, and student-centered facilitation shape students’ learning motivation, spiritual attitude, and worship consistency. The findings indicate that behaviorist strategies, especially praise, points, and reward systems, help teachers build discipline and consistent religious practice in a relatively short time. However, behaviorist strategies tend to produce externally driven compliance when they are not followed by meaning-making activities. Humanist strategies, such as reflective discussion, personal guidance, empathy, and acceptance, deepen students’ understanding of worship and strengthen spiritual disposition, although they require longer time to form stable habits. The article argues that a sequential integration model is more productive than the separate use of each theory. Behaviorism can establish the initial foundation of disciplined behavior, while humanism can strengthen personal meaning, intrinsic motivation, and spiritual awareness. This integration offers a balanced pedagogical strategy for PAI teachers in elementary Islamic schools.]]>
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