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In this study, it is planned to analyze teachers' and students' perceptions regarding the implementation of the Merdeka Curriculum at IRE classes in MTs Tanada. In terms of method used, this study is a qualitative study carried out with field studies in which methods of observation, interviews, and documentation are included. According to the findings obtained from the study, the Merdeka Curriculum has brought about changes in the process of PAI teaching in terms of active participation of students, using digital media in learning processes, discussion activities through the P5 process. While teachers see the Merdeka Curriculum as flexible and supportive of creative learning, students see the lessons taught within the scope of this curriculum as diverse and attractive. Although the implementation of the Merdeka Curriculum shows some positive aspects, it has also faced a number of challenges related to different understandings between teachers, regulations, difficulty in assessing attitudes, and the heavy workload of students. This study concluded that the implementation of the Merdeka Curriculum in Islamic Education in MTs Tanada was quite successful despite the need for improvements in teaching skills.

The objective of this study is to determine the influence of teacher teaching style on student learning motivation in Islamic Religious Education at SMP Muhammadiyah 1 Wonosobo. The approach used in this study is a quantitative approach with a causal associative method. Data collection was conducted through the distribution of questionnaires to 144 respondents selected using probability sampling technique. Data were collected using questionnaires for the learning motivation variable and the teaching style variable. The technique analysis applied in this study is a simple linear regression analysis with the help of SPSS program. The results of this study indicated the the teacher teaching style has a significant and positive influence on student learning motivation in Islamic Religious Education subjects at SMP Muhammadiyah 1 Wonosobo. This result was proven by the results of the T-test which showed that the significance value of the regression model of this study is greater than the significance level value. Based on these results, it is suggested for Islamic Religious Education teachers at SMP Muhammadiyah 1 Wonosobo to apply adaptive and innovatice teaching style to maintain and increase student learning motivation.

Collaboration between classroom teachers and Islamic Religious Education (PAI) teachers constitutes an essential strategy for instilling religious moderation values in elementary schools. This study aims to: (1) describe the forms of collaboration developed between classroom teachers and PAI teachers; (2) assess the effectiveness of such collaboration in inculcating religious moderation values; (3) identify changes in students' attitudes as tangible outcomes of collaboration; and (4) analyze supporting and inhibiting factors of collaboration at SDN 3 Wanamekar. A descriptive qualitative approach was applied using field study methods. Data were gathered through in-depth interviews, participatory observation, and document review. Data analysis followed the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation and technique triangulation. Findings indicate that collaboration occurs in two primary forms: reactive collaboration as a spontaneous response to students' intolerant behavior, and planned collaboration involving curriculum coordination, partial co-teaching, and joint evaluation. Collaboration was assessed as sufficiently effective yet suboptimal due to time constraints and excessive administrative burdens. Positive changes in students' tolerance and inclusive attitudes were identified as concrete outcomes. Supporting factors include favorable interpersonal communication, principal support, and moderation value integration in the Merdeka Curriculum. Main inhibiting factors are time limitations, administrative burdens, shallow conceptual understanding of religious moderation, and the absence of a standardized collaboration model. The study recommends establishing structured collaboration schedules and religious moderation training programs for all teachers.

Educational achievement at the senior high school level relies heavily upon student engagement, where the instructor serves as a pivotal variable in the pedagogical process. The phenomenon of diminished academic interest represents a significant hurdle, necessitating a profound understanding of how educators contribute to igniting active participation. This inquiry aims to examine and map the teacher's function in fostering a passion for learning among adolescents, while simultaneously uncovering the instructional tactics employed to spark such enthusiasm. The investigation adopts a literature review method with a qualitative descriptive-analytical lens, evaluating ten research articles published between 2020 and 2025 centered on teaching roles and student motivation. Findings demonstrate that the teacher’s influence in elevating student interest is holistic and multidimensional. This encompasses social competence through empathetic interaction, professional teaching performance in instructional design and evaluation, and personal integrity as an inspirational figure. Furthermore, the mastery of pedagogical and technological elements proves essential in cultivating a conducive, distinctive, and meaningful classroom environment for every learner. 

The purpose of this study is to investigate how Islamic Religious Education (PAI) instructors at Madrasah Diniyah Takmiliyah (MDT) Nurhidayatullah perceive incentive strategies as boosting student learning motivation. The poor learning motivation of students at non-formal Islamic educational institutions serves as the study's backdrop. Teachers must use a variety of tactics, including rewarding students. In this study, descriptive approaches are combined with a qualitative approach. Participant observation, documentation studies, and in-depth interviews were used to gather data. Purposive sampling was used to choose five PAI instructors from MDT Nurhidayatullah to serve as study informants. The Miles and Huberman approach, which covers data reduction, data presentation, and conclusions/verification, was used to analyze the data. The study's conclusions showed that instructors see incentive systems favorably and believe they are a useful tactic for boosting students' interest in and engagement with PAI learning. Verbal compliments, award stickers, extra credits, little presents, and public acknowledgment in front of the class are some of the prizes that are offered. Teachers believe that rewarding children may boost their intrinsic motivation, boost their self-esteem, improve the classroom environment, and promote healthy competition among students. However, teachers also identify several challenges, including the potential for students to become dependent on rewards, the need for fairness in reward distribution, and budget limitations. The implication of this research suggests that the reward method should be implemented systematically with clear criteria and gradually directed toward building students' intrinsic motivation in learning Islamic religious education.

In the digital era, teachers are required to be creative in integrating technology with learning to make the learning process more engaging and effective. This study explores how the Wordwall application can bridge the gap between Islamic Religious Education (PAI) material, which is rich in moral values, and Physical Education, Sports, and Health (PJOK), which emphasizes the importance of physical health. This application provides interactive games that allow students to learn while playing, so that they not only understand religious teachings and physical skills but also experience a fun learning experience. Through various types of games such as puzzles and quizzes, students can more easily remember the lesson material and apply that knowledge in their daily lives. In addition, the use of Wordwall encourages active student participation in each learning session. This strengthens their engagement in the learning process and increases motivation to learn. The research findings show that Wordwall can transform the classroom atmosphere to be more lively, interactive, and collaborative, creating an environment that supports active and enjoyable learning for students.

This study aims to examine the authority of Islamic Education teachers as a form of moral capital in shaping character education among elementary school students. The research employed a qualitative method using a case study approach at SD Negeri 104267 Pegajahan. The primary subjects of the study were Islamic Religious Education (PAI) teachers, while the informants consisted of students, fellow teachers, and the school principal. Data were collected through observations, in-depth interviews, and documentation studies, then analyzed thematically to identify patterns related to teacher authority and character formation. The findings indicate that the authority of Islamic Religious Education teachers functions as a moral force recognized and respected by students, making it an important asset in the internalization of character values. This authority was formed through exemplary behavior, consistency in attitudes, and the establishment of humanistic pedagogical relationships between teachers and students. Through these qualities, teachers became moral role models who positively influenced students’ character development both inside and outside the classroom. The study concludes that strengthening teacher authority as moral capital is an effective strategy for realizing authentic, meaningful, and sustainable character education in elementary schools, as teacher authority should not only be viewed institutionally but also as a moral resource that significantly contributes to students’ personal and social development.

This study examines the pedagogical transformation of Islamic Religious Education (PAI) teachers in realizing gender-equitable and inclusive learning. Ideal PAI teacher pedagogy encompasses not only content mastery but also pedagogical competence and social sensitivity capable of responding fairly to learner diversity. This study identifies that traditional teacher-centered, rote-oriented pedagogy with minimal gender awareness constitutes a primary barrier to creating equitable learning environments. The required transformation includes developing cooperative learning strategies, eliminating gender bias in classroom interactions, differentiating instruction according to student needs, and using inclusive stereotype-free teaching materials. The theological foundation of Islam affirms that human dignity regardless of gender as emphasized in QS. Al-Hujurat: 13 aligns with inclusivity values in education, making this transformation an authentic manifestation of the rahmatan lil'alamin principle rather than a deviation from Islamic values. Despite ongoing challenges including entrenched patriarchal culture, limited gender literacy, insufficient inclusive teaching materials, and social resistance, this pedagogical transformation carries broad implications for improving learning quality, strengthening tolerance, and enhancing PAI teacher professionalism in Indonesia.

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in increasing the learning participation of low-ability students at SDN 008 Tebing Karimun. Learning participation is an important indicator of learning success, but in reality there is still low student involvement in the learning process. Inhibiting factors come from internal aspects such as low confidence and limited cognitive abilities, as well as external aspects in the form of less varied learning strategies and less supportive classroom environments. This study uses a qualitative approach with a descriptive type, involving PAI teachers as the main informants and students as supporting informants. Data was collected through observation, interviews, and documentation, then analyzed with an interactive model that included data reduction, data presentation, and conclusion drawn, and tested for validity through triangulation. The results of the study showed that teachers' strategies include active learning, group discussions, individual approaches, and the use of learning media. The obstacles faced include low student confidence, cognitive limitations, and lack of variety of methods. The solutions carried out by teachers are in the form of providing motivation, applying innovative methods, and creating a conducive learning environment. This study concludes that PAI teachers' strategies play an important role in increasing the learning participation of low-ability students through innovative, interactive, and student-centered learning.

This study aims to determine the implementation process of the talaqqi method in teaching tajwid in Islamic Religious Education subjects and the obstacles encountered in its implementation at SD Negeri 57 Buton. This research used a qualitative approach with descriptive research type. The subjects of the study were Islamic Religious Education teachers and 23 fifth grade students. Data collection techniques included observation, interviews, and documentation. Data analysis techniques consisted of data reduction, data display, and conclusion drawing. The results showed that the implementation of the talaqqi method was carried out through several stages: the teacher first demonstrated the correct recitation of the Qur'an, students listened carefully, and then students imitated the recitation both collectively and individually. The talaqqi method helps teachers directly correct students' recitation mistakes, thereby improving students' tajwid skills. The obstacles found include differences in students' Qur'an reading abilities, limited learning time, and lack of practice at home. To overcome these obstacles, the teacher provided additional guidance and motivated students to practice reading the Qur'an more frequently.

This study was conducted at Istiqlal Delitua Private Vocational School entitled "Islamic Religious Education Teachers' Strategies in Improving Students' Spiritual Intelligence at Istiqlal Delitua Private Vocational School" which was motivated by the spiritual attitudes of students at Istiqlal Delitua Private Vocational School which were not good enough. The purpose of this study was to determine the strategies used by Islamic Religious Education teachers in improving the spiritual intelligence of students at Istiqlal Delitua Private Vocational School. This study used qualitative research, with a phenomenological methodology and used several data collection techniques, namely observation, interviews, and documentation, data analysis stages, namely Data Reduction, Data Display, Conclusion Drawing/Verification. The results of the study showed that the strategies applied by teachers in educating students' spiritual attitudes were by habituating students such as getting them used to discipline, getting them used to caring for the environment, getting them used to reading prayers before starting learning, getting them used to greeting teachers, and getting them used to reading the Qur'an. In addition, teachers employ strategies for providing advice and reprimands, such as instilling good values, providing advice and guidance, and administering punishments to students. All of the educational methods employed by Islamic Religious Education teachers at the school are beneficial and are expected to instill spiritual values ​​in students during the learning process, both inside and outside the school environment.

This research is motivated by the urgency of effective Islamic Education Management (MPI) as a prerequisite for enhancing the role of Islamic Education (PAI) teachers in shaping students’ religious character amid the challenges of digitalization and institutional coordination constraints. The purpose of this study is to analyze the implementation of MPI experienced by PAI teachers, the interaction among stakeholders, and the teachers’ perceptions of its effectiveness at PKPPS Minhajurrosyidin, East Jakarta. Using a descriptive qualitative method with a case study and phenomenological approach, data were collected through triangulation (interviews, observations, and document studies) and analyzed using the Miles and Huberman interactive model. The findings indicate that MPI is an essential structural mediating variable. The optimization of MPI—particularly in terms of digital facility support and professional training—significantly enhances the effectiveness of PAI teachers as Uswah Hasanah and as facilitators of adaptive and scientific learning. However, the main obstacle lies in the lack of horizontal coordination among teachers in holistically integrating Values-Based Education. The implications of this study emphasize the need for formal managerial policies to ensure collective responsibility in character formation.

This study aims to analyze the fundamental role of Islamic Religious Education (PAI) teachers in shaping the noble character of students using a qualitative approach through literature review techniques. Data were collected from various scientific sources published between 2020 and 2026 and analyzed using content analysis methods, which included stages of reduction, categorization, and conceptual synthesis. The main focus of this study is to examine how PAI teachers integrate the values of tawhid and worship into the daily behavior of students, so that religious education does not merely remain at the cognitive level but manifests in noble character. The findings indicate that PAI teachers play a strategic role as murabbi, mu’allim, and muaddib, whose success is determined by the integration of pedagogical, professional, social, personality, and spiritual competencies. Amid the dynamic challenges of the digital era, teachers are required to revitalize their roles not only as educators but also as moral exemplars (uswatun hasanah) and agents of character transformation. The synergy between teachers' competencies and consistent exemplification is the key to safeguarding the students' morality and fostering a resilient personality in the school environment.

This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in shaping adolescent personality at SMA Negeri 1 Sragen. The research employed a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using an interactive data analysis model. The findings indicate that personality development strategies were carried out in a planned, systematic, and collaborative manner through five main approaches: role modeling, religious habituation, integration of values into classroom instruction, personal mentoring, and collaboration among teachers. Role modeling emerged as the most dominant strategy, as students tend to imitate teachers’ behavior in daily interactions. Religious programs such as congregational prayer, Qur’anic recitation, Islamic student organization activities, and Friday religious programs function as instruments for internalizing religious and social values. These findings affirm that adolescent personality development requires an integrated strategy embedded within school culture and supported by a conducive educational environment.

This study aims to describe and analyze the strengthening of eight basic teaching skills in prospective Islamic Religious Education (PAI) teachers at the University of Qur'anic Sciences (UNSIQ) through the Micro Teaching course. The eight skills include questioning, reinforcement, variation, explaining, opening and closing lessons, guiding small group discussions, class management, and small group/individual teaching. This study uses a descriptive qualitative approach. Data were collected over one month through participatory observation in the Micro Teaching Laboratory, documentation, and in-depth interviews with 12 informants consisting of 2 lecturers and 10 PAI students. The results showed that Micro Teaching learning significantly increased students' self-confidence and pedagogical competence. Specific findings indicate the integration of Qur'anic values in teaching practices, such as the use of kalimah thayyibah as a form of verbal reinforcement skills. Nevertheless, classroom management remains the most challenging aspect for students. This study concludes that intensive simulation and continuous feedback are the main keys to producing professional PAI teacher candidates with Qur'anic character.

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

This   study  aims  to  identify  the  strategies  implemented  by  Islamic  Religious Education (PAI) teachers to enhance students’ religious practice at SMA Negeri 3 Padang Panjang. The research employed a descriptive qualitative method, collecting data through interviews and documentation. The findings reveal that PAI  teachers’  strategies  include  giving  reprimands,  advice,  and  warnings; guiding students through religious activities such as Quran memorization (tahfiz), Islamic student organizations (rohis), congregational prayers, and other worship practices; and collaborating with parents and fellow teachers. Supporting factors include the encouragement provided by the school and parents, while inhibiting factors involve students’ lack of awareness and their family background.  

This research aims to evaluate the implementation of guidance and counseling (BK) at SMPIT Widya Duta, an integrated Islamic school in Bekasi City. The method used in this research is qualitative research. The data collection techniques were gathered through direct observation, semi-structured interviews with BK teachers and students, and documentation. The results show that BK services are structured based on the Service Implementation Plan (RPL) with a focus on four areas: personal, social, learning, and career, as well as individual counseling as the most preferred service. The results also indicate that the BK teacher's approach includes initial observation, peer strategies for introverted students, and enforcement of confidentiality, with stakeholder collaboration as a supporting factor. Recommendations that can be given to improve the effectiveness of BK services include collaborative interdisciplinary training, continuous evaluation, and technology integration to strengthen synergy between PAI teachers, BK, and parents to address operational challenges and optimize student learning comfort and character development.