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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.

This study aims to analyze in-depth cognitive learning theory and its implications for improving the effectiveness of Islamic Religious Education (PAI) teaching at the elementary school level. The adopted methodological approach is qualitative through library research, with the application of content analysis and theoretical synthesis techniques. Primary data sources were obtained from academic literature including textbooks, scientific journals, and the latest empirical research relevant within the last decade. The results of the analysis indicate that cognitive learning theory positions cognitive processes as the core of learning activities, allowing students to function as active agents in constructing knowledge through understanding, analysis, memory representation, and integration with pre-existing cognitive schemas. In the context of PAI, this approach enables meaningful learning through interactive pedagogical strategies such as collaborative discussions, problem-solving, case studies, and metacognitive reflection, which are empirically adapted to the stages of students' cognitive development. The implementation of cognitive theory significantly contributes to strengthening conceptual understanding, increasing learning engagement, developing critical thinking skills, transferring knowledge, and internalizing Islamic values. Thus, cognitive learning theory makes a substantial contribution to optimizing the effectiveness of PAI teaching in elementary schools through an interactive, systematic, and understanding-oriented approach.

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. 

This study examines how madrasah students perceive the meaningfulness of Islamic Religious Education (Pendidikan Agama Islam/PAI) integrated with local wisdom as a means of instilling Islamic values. The Malay community in Pemayung District, Batanghari Regency, Jambi, inherits a rich array of traditions deeply rooted in Islamic values, including zikir ratib, hadrah, berzanji, and patitih. However, the extent to which such local wisdom integration in formal PAI instruction is perceived as meaningful by students has never been empirically measured. This descriptive-comparative survey study involved 82 students of MTs. Irsyadul Ibad, selected through a total sampling technique. The instrument employed was the SPIN-KL Scale (40 items, α = 0.884), measuring eight perceptual dimensions on a 5-point Likert scale. Analysis results revealed an overall mean perception score of 4.12 (SD = 0.42; positive category; 82.7% positive responses). The dimension of PAI content relevance to local wisdom obtained the highest score (M = 4.24; very positive), while the dimension of Islamic identity consolidation through local culture recorded the lowest score, though still remaining positive (M = 3.98). Independent samples t-tests indicated a significant difference based on students' active participation in religious study circles (pengajian) (t(80) = 4.74, p < 0.001, d = 1.07), whereas gender and grade level yielded no significant differences. These findings underscore the importance of collaboration between madrasah institutions and religious-cultural communities in strengthening the internalization of Islamic values.

This study aims to analyze the effect of the inquiry learning strategy on students' critical thinking skills in Islamic Education (PAI) learning. The research employed a quantitative approach using an experimental design to examine the effectiveness of the strategy in improving students’ learning outcomes. The subjects of the study consisted of students who were divided into two groups, namely an experimental group and a control group. The experimental group received instruction through the inquiry learning strategy, while the control group was taught using conventional teaching methods commonly applied in classroom learning activities. Data collection was carried out through critical thinking tests and classroom observations to obtain comprehensive information regarding students’ learning processes and achievements. The results of the study indicate that students taught using the inquiry learning strategy experienced a significant improvement in their critical thinking skills compared to students who learned through conventional methods. Therefore, the inquiry learning strategy is proven to be effective in enhancing students’ critical thinking skills in PAI learning. This study is expected to become a useful reference for educators in developing more innovative, interactive, and student-centered learning strategies in the educational process.

This study examines the role of the Karawang Cerdas Scholarship in fostering students’ responsibility and learning motivation in Islamic Religious Education (PAI) among 11th-grade students at MAN 2 Karawang. The study was motivated by the importance of developing responsibility and learning motivation as essential objectives of Islamic education while exploring the scholarship’s contribution beyond financial assistance. A qualitative case study approach was employed, with data collected through interviews, observations, and documentation involving scholarship recipients, PAI teachers, and program administrators. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings indicate that the Karawang Cerdas Scholarship strengthens students’ academic responsibility, discipline, compliance with school regulations, awareness of maintaining the school’s reputation, and accountability in utilizing scholarship funds through the Statement of Absolute Responsibility (SPTJM). The program also enhances learning motivation, reflected in increased enthusiasm, active classroom participation, sustained academic achievement, and clearer educational goals. These improvements contribute to higher attendance, better PAI learning outcomes, fewer disciplinary violations, and the development of positive character traits. The study concludes that the Karawang Cerdas Scholarship functions not only as financial assistance but also as an effective instrument for character development and learning motivation.

The implementation of active learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) at the junior high school level is often constrained by the complexity of instructional time management. This study aims to examine the role of the principal’s instructional leadership in addressing time management dilemmas in the implementation of active learning at SMP Negeri 6 Panyabungan. A qualitative approach with a descriptive method was employed in this study. Data were collected through non-participant observation and in-depth interviews with key informants, namely the school principal and an Islamic Religious Education (PAI) teacher selected as representatives of field conditions. The findings reveal three main results. First, teachers’ time management constraints are caused by weak control of learning activity transitions, noisy classroom conditions during group division, and low initial student learning readiness. Second, the principal implemented several concrete interventions, including the adoption of block scheduling, clinical supervision focused on classroom management, and the optimization of the Subject Teacher Forum (MGMP) or school learning community. Third, these interventions improved teachers’ instructional efficiency, strengthened classroom activity control, and created a more structured active learning process. However, sustainability challenges remain, particularly resistance from senior teachers who tend to prefer conventional teaching methods. This study concludes that adaptive and solution-oriented instructional leadership is a key factor in addressing the complexity of time management constraints in active learning implementation.

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 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 analyze the implementation of the Reconnecting active learning method in Islamic Religious Education (PAI) for ninth-grade students at SMP Negeri 2 Sentani and to examine its role in enhancing students’ learning interest and engagement. This research employs a descriptive qualitative approach with a case study design to gain an in-depth understanding of the learning process. Data were collected through in-depth interviews with three PAI teachers, the school principal, and three students, and were further supported by classroom observations and documentation. The data analysis technique used the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Reconnecting method has a positive impact on students’ learning experiences, particularly in increasing their interest, active participation, and ability to relate learning materials to real-life contexts. Students become more responsive and motivated during the learning process. However, several challenges were identified, including limited instructional time and varying levels of teacher readiness in applying the method effectively. Therefore, continuous teacher training and better time management are recommended to optimize the use of this method in PAI learning

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

Student learning activeness is an important component in achieving effective learning outcomes. However, many classroom learning processes still tend to be teacher-centered, resulting in low student participation. This study aims to analyze the implementation of the Family 100 Quiz Game in improving students' learning activeness in Islamic Religious Education (PAI) learning among eleventh-grade students at SMAN 1 Tambakboyo. This research used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 38 students. Data were collected through observation sheets, field notes, and documentation. Data analysis was carried out using descriptive quantitative and qualitative techniques by calculating the percentage of student learning activeness. The results showed that the implementation of the Family 100 Quiz Game was able to increase student learning activeness. The average percentage of learning activeness increased from 65% in cycle I to 86% in cycle II. The findings indicate that game-based learning strategies can create a more interactive, collaborative, and enjoyable learning environment. Therefore, the Family 100 Quiz Game can be used as an innovative learning strategy to improve student participation in Islamic Religious Education learning.

This study aims to determine how the implementation of the cooperative learning model can contribute to students' cognitive development in Islamic Religious Education (PAI) at SMA Negeri 1 Kasihan. The background of this study is based on the low level of active student involvement in the PAI learning process, which is still dominated by conventional lecture methods. The study used a qualitative approach with data collection techniques through observation, interviews, and documentation of PAI teachers and grade 11 students. The results showed that the implementation of cooperative learning encouraged students to be more active in discussions, think critically, and understand religious concepts in depth. This model also improved social skills, responsibility, and collaboration among students. Thus, cooperative learning not only strengthens the cognitive domain but also develops students' affective and psychomotor aspects in a balanced manner. These findings demonstrate that cooperative learning is effectively used in PAI learning as an effort to create an interactive, collaborative, and meaningful learning process.

This study aims to describe the implementation of innovative learning strategies through the Game-Based Learning (GBL) model to enhance the active participation of tenth-grade students in Islamic Religious Education (PAI) at MA Hasyimiyah. The research is motivated by the prevalence of conventional teacher-centered learning, which results in low student engagement and enthusiasm. Employing a descriptive qualitative approach with a case study design, the research subjects included tenth-grade students at MA Hasyimiyah and Field Experience Practice (PPL) students as key informants who conducted the lessons directly. Data collection techniques included classroom observations, semi-structured interviews with PPL students, and documentation gathered during a one-month PPL period. The results indicate that the application of the GBL model utilizing digital media such as Quizizz, Wordwall, Zep Quiz, and Spinner, as well as manual media like question-and-answer cards, significantly increased learning motivation, classroom interaction, and active participation. This improvement was evidenced by students' increased confidence in expressing opinions and intensive involvement in group discussions. Although challenges such as limited infrastructure, unstable internet connections, and restricted student device access were identified, these obstacles were effectively overcome through adaptive strategies by PPL students, who modified digital games into manual formats. This study confirms that innovative and adaptive learning strategies play a crucial role in enhancing student participation levels, particularly within the context of schools with limited facilities.

This study discusses the implementation of the Think Pair Share (TPS) strategy in Islamic Religious Education (PAI) learning in Grade VII of MTs Cerdas Murni, with a focus on its definition, steps, and advantages and disadvantages. This study uses a qualitative method with a phenomenological approach. The data used consist of primary data obtained through interviews and direct observation, as well as secondary data from books and journals. Data collection techniques include observation, interviews, and documentation, while data analysis is carried out through data reduction, data presentation, and verification. Data validity is tested using lingering techniques, triangulation, and negative cases. The results show that TPS is an effective cooperative learning strategy to increase student interaction and engagement. The steps in TPS include the stages of think, pair, and share. The advantage of this strategy is that it increases overall student participation, because each student is actively involved. However, the disadvantage is that it requires a relatively longer time to implement. Teachers have implemented TPS effectively, from greetings and prayers to build morals, to explaining prayer etiquette and dhikr, which enhance students' understanding, cooperation, and courage. TPS is suitable for material that requires in-depth understanding but needs to be adapted to the students' circumstances, such as using mixed methods for practical materials. Another advantage is increased student courage and critical thinking, despite challenges related to student readiness and facilities.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

The development of Artificial Intelligence (AI) in the 21st century has brought significant transformation to the field of education, including Islamic Religious Education (PAI). One of the most practical implementations of this technology is the chatbot an automated conversational system capable of providing quick and contextual responses to user queries. This study aims to analyze the utilization of AI-based chatbots in addressing Islamic-related questions among students of the Islamic Education Department at IAIN Kerinci. The research employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that students use chatbots as an initial source of information to understand Islamic concepts such as fiqh, tafsir, and hadith. Chatbots serve as learning aids that promote active learning and enhance students’ digital religious literacy. However, the study also identifies limitations related to the accuracy and validity of the sources used by the system, indicating that students still need verification from lecturers and authoritative Islamic literature. Overall, AI-based chatbots hold great potential to support interactive and contextual Islamic learning, provided their use is guided by academic supervision rooted in Islamic values.

This study aims to analyze the application of Think-Pair-Share (TPS) and Group Investigation (GI) cooperative learning strategies as pedagogical innovations in strengthening Islamic values and student learning independence in Islamic Religious Education (IRE) subjects. This study uses a library research method by examining various relevant scientific sources, including cooperative learning theory, the concept of independent learning, and Islamic educational values. The results of the study show that the integration of TPS and GI strategies can create an active, participatory, collaborative, and reflective learning process. Through paired discussions and investigative group work, students are trained to think critically, be responsible, and be able to work together harmoniously. In addition to improving academic understanding, the application of these two strategies also contributes to instilling Islamic values such as ukhuwah (brotherhood), amanah (trustworthiness), and mutual respect. Thus, this learning innovation is not only oriented towards cognitive aspects, but also towards character building and spirituality of students. The findings of this study are expected to be a reference for PAI teachers in developing effective, contextual, and Islamic character learning strategies.

This study aims to describe and analyze the implementation of contextual Islamic Religious Education (PAI) based on agro-education integrated with Islamic values at SMP Nurul Huda Merakurak. The background of this research is the need for a more practical and contextually relevant PAI learning model that aligns with students’ real-life environments, particularly in agrarian-based schools. This study employs a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation. The results show that PAI learning is directly integrated into agro- educational activities such as plant cultivation, environmental management, and character building through values such as trustworthiness (amanah), hard work, responsibility, and gratitude. PAI teachers play an active role in connecting Islamic teachings with agro-educational practices through contextual and reflective approaches. This research contributes to the development of a contextual and transformative PAI learning model that is relevant to local potential and students’ spiritual needs. The findings are expected to inspire other educational institutions in designing innovative PAI learning models based on environmental engagement and character development.