<![CDATA[Cognitive Behavioral Therapy (CBT) represents one of the most well-established psychotherapeutic approaches, centered on the reconstruction of negative thoughts and maladaptive beliefs into more positive and psychologically tenable alternatives. This study examines the effectiveness of CBT in enhancing students' enthusiasm for learning in Islamic Religious Education (PAI) at SMK Negeri 3 Palu. Confronting the persistent challenge of diminished motivational engagement in Islamic Education contexts, the study investigates whether a psychologically grounded intervention rooted in cognitive restructuring can significantly elevate students' affective involvement in the subject. A quasi-experimental design incorporating pre-test and post-test control groups was employed, involving 26 students divided into an experimental class and a control class. Hypothesis testing was conducted using an Independent-Samples t-test after verifying the assumptions of normality and homogeneity. Instrument reliability was confirmed by a Cronbach's alpha value exceeding the accepted threshold. Statistical analysis was conducted primarily using JASP software. At the outset, both the experimental and control groups were positioned at equivalent levels, as evidenced by a homogeneity probability value (sig.) of 0.907, which surpasses the 0.05 threshold. Hypothesis analysis further revealed a significant difference between pre-test and post-test scores, with a probability value (sig.) of 0.034, falling below the 0.05 significance level, indicating that a meaningful change occurred following the application of the CBT approach. Departing from this shared baseline, the cognitive behavioral therapy implemented within the experimental class yielded results that substantively confirm CBT's effectiveness in enhancing PAI learning enthusiasm among students in the experimental group. Keywords: cognitive behavioral therapy, enthusiasm, Islamic studies, journaling-self monitoring.]]>
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