Integrasi Nilai-Nilai Pendidikan Agama Islam dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas

Aisya (Pendidikan Agama Islam, Fakultas Agama Islam, Universitas Islam Syekh Yusuf)

Al-Ilmiya: Jurnal Pendidikan Islam
Vol. 2 No. 1 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Juli)

Islamic Religious Education (PAI) and Indonesian Language are two separate subjects within the national curriculum. However, their respective scopes have the potential to complement one another in fostering students' character development, particularly at the senior high school (SMA) level, where critical and reflective thinking skills are emphasized. This study aims to examine the scope of Islamic Religious Education in depth and to analyze the forms of value integration into Indonesian Language learning at the senior high school level. The research employed a descriptive qualitative approach using a library research method. The data were collected from the Learning Outcomes (Capaian Pembelajaran/CP) and Learning Objectives Flow (Alur Tujuan Pembelajaran/ATP) documents of the Merdeka Curriculum for senior high schools, Islamic Religious Education textbooks, and more than twenty relevant national journal articles. Data collection was conducted through document analysis, while the data were analyzed thematically through the stages of data reduction, categorization, and conclusion drawing. The findings indicate that the scope of Islamic Religious Education, which encompasses aqidah (Islamic creed), akhlaq (moral values), fiqh (Islamic jurisprudence), and tarikh (Islamic history), has functional intersections with the four language learning elements in senior high school Indonesian Language education, namely listening, reading and viewing, speaking and presenting, and writing. These intersections are most evident in literature learning, as several literary works commonly used as teaching materials in senior high schools, such as Negeri 5 Menara, Hafalan Shalat Delisa, and Mahamimpi Anak Negeri, explicitly contain religious values that are closely aligned with the domains of akhlaq and aqidah in Islamic Religious Education. This study formulates five conceptual models of integration based on these four language learning elements and highlights their pedagogical implications for collaboration between Islamic Religious Education and Indonesian Language teachers. As this study is based on library research, its findings remain conceptual and require further empirical verification through field research.