<![CDATA[The constructivist approach offers a new paradigm in developing Islamic Religious Education (PAI) learning strategies oriented toward the active construction of meaning by students, in contrast to conventional models that tend to be dogmatic and teacher-centered. This library research aims to analyze the implementation of the constructivist approach in developing PAI learning strategies, including its characteristics, strategic models, impacts, challenges, and the synthesis of an ideal model. Primary data sources include accredited Sinta journal articles, dissertations, and textbooks published between 2021 and 2026, analyzed using content analysis with source triangulation to ensure data validity. The findings indicate that the implementation of constructivism in PAI encompasses several learning models, including Problem-Based Learning, Cooperative Learning, Project-Based Learning, and Inquiry Learning, which have been proven to enhance students' critical thinking skills, learning motivation, value internalization, and academic achievement. However, the main challenges include teacher readiness, time constraints, and the lack of constructivist learning media. The synthesis of the ideal model integrates three principles (constructive, proactive, exemplary) within the exploration-restructurization-application cycle, with the teacher's roles as facilitator, mediator, and model. This study recommends teacher training, the development of constructivist modules, and curriculum redesign based on the constructivist approach.]]>
Copyrights © 2026
