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This study was motivated by the discovery that some students of SMPN 1 Batang Kapas, especially students of class VIII, were less active in participating in PAI learning when teachers or tutors provided learning materials because the teacher focused on only one strategy, which caused students to get bored about learning easily. In this, a good strategy is needed to overcome this problem, and the strategy that is considered capable of overcoming this problem is the role-playing strategy. Thus, this study aims to determine the effect of role-playing strategies on the active learning of PAI for students of class VIII of SMPN 1 Batang Kapas. The research used in this study is experimental research with a quantitative approach. The population in this study consisted of all students of class VIII of SMPN 1 Batang Kapas, consisting of 4 classes with a total of 116 students. The sample in this study used a cluster random sampling technique and two classes were obtained as samples, with class VIII.I as the control class and class VIII.II as the experimental class. Data were collected through a questionnaire and analyzed using the independent sample t-test. Based on the results of the conducted research, the results show that the role-playing strategy has an effect on students' active learning, which is proven by the results of the independent sample t-test, namely at a sig-value of 0.002. < 0.05 and a calculated t-value > t-table, namely 3.213 > 2.00

Islamic Religious Education (PAI) plays an important role in shaping the character of students in Indonesia, especially at higher health education institutions such as STIKES Griya Husada Sumbawa. This article aims to explore the role of PAI learning in building student character and identify the challenges faced in its implementation. This research used a qualitative method with a field study approach, involving 30 students from the Nursing, Public Health and Midwifery Study Programs. Data was collected through in-depth interviews, participant observation, and documentation, and analyzed using triangulation to ensure validity. The research results show that the majority of students consider PAI learning to be very important, although there are challenges related to the relevance of the material and teaching methods used. PAI learning is proven to have a positive impact on student character, however the application of these values ​​in everyday life still faces obstacles. These findings emphasize the importance of improvements in the PAI curriculum and teaching methods to increase its effectiveness in forming superior student character and integrity.

The implementation of collaborative learning strategies in Islamic religious education (PAI) subjects aims to create a learning environment that is innovative, interactive, and relevant to the needs of students in the digital era. The purpose of this research is to determine the implementation of collaborative learning strategies in creating an innovative learning environment in PAI subjects, the challenges in implementing collaborative learning strategies in PAI lessons, and to determine the use of technology in collaborative learning strategies to create innovative learning environments in PAI subjects. . The results of this research show that collaborative learning strategies in Islamic Religious Education (PAI) create an innovative and interactive learning environment. Methods such as discussions, case studies, and collaborative projects help students apply Islamic values ​​in real life. The implementation of collaborative learning strategies in Islamic Religious Education (PAI) faces challenges such as classroom management, curriculum adjustments, evaluation, and individual differences between students. And the use of technology in PAI collaborative learning creates an innovative and interactive learning environment. Bold platforms and visual media increase student engagement, understanding and digital skills, while teachers create dynamic learning. Technology supports more effective and relevant PAI learning.

This research aims to determine the benefits of assessing attitudes (affective) in Islamic religious education (PAI) lessons in elementary schools. This research uses a qualitative method which aims to gain a deeper understanding of the use of attitude (affective) assessment in Islamic religious education (PAI) lessons in elementary schools. So, the data collection method used uses previous research data, then the data is analyzed using data obtained from relevant sources. After previous research has been analyzed, the conclusion of this research is that although behavioral assessment requires students to behave in accordance with Islamic values, their behavior often does not go well. Teachers tend to focus on skills assessment and face difficulties in creating clear and consistent assessment tools. To overcome this problem, more efforts need to be made to assess the importance of assessment by using assessment and testing tools. Additionally, behavioral assessments should be included in the report card and not just as a formality. In this way, it is hoped that the PAI learning process can be more meaningful and contribute to the formation of students' character as a whole.

The research carried out aims to determine the effectiveness of evaluating Islamic Religious Education learning at Kosambi State Elementary School.  This research uses a qualitative approach method, in the type of field research (field research). From the results of this research, it can be concluded that the effectiveness of PAI learning evaluation at Kosambi State Elementary School shows that teachers are successful in measuring student achievement through various comprehensive evaluation methods, despite facing challenges such as students' lack of interest in learning and concentration. Solutions in the form of interactive learning, use of technology, and rubric-based evaluation help increase student focus, understanding, and involvement, thereby supporting teachers' efforts to create optimal and meaningful learning.

The importance of Ahlussunnah Wal Jama'ah is a teaching in Islam that follows the traditions and teachings of the Prophet Muhammad SAW, as well as the early generations of Muslims. The application of these values in PAI learning can help students understand religious teachings more authentically. Especially in the principles that exist in the teachings of Ahlussunnah Wal Jama'ah which include Tawasut, I'tidal, Tasamuh, Tawazun and Amr Ma'ruf Nahi Munkar. This study aims to determine how the application of Ahlussunnah Wal Jama'ah values and the values of Ahlussunnah Wal Jama'ah in MA Roudhotul Mujawwidin. This research uses a qualitative method with a case study approach. In collecting data, researchers used observation, interviews, and documentation. This data analysis uses triangulation of sources, time, and place. This research was conducted at Madrasah aliyah Raudhotul Mujawwidin Rimbo Bujang Jambi. The results of this study are in the application of Ahlu Sunnah Wal Jama'ah values at MA Roudlotul Mujawwidin there are 3 tasks of the teacher in realizing it. 1) Teacher as a conservator in instilling Ahlu Sunnah Wal Jama'ah values, 2) Teachers as student innovators so that students can understand the values of Ahlu Sunnah Wal Jama'ah, and 3) Teachers as transmitters are realized by teachers having a teaching mission that is sustainable. There are five values of Ahlusunnah Wal Jama'ah in PAI learning at MA Roudhotul Mujawwidin. 1) Students have a spirit of tolerance with mutual respect, 2) Students are moderate and fair in dealing with cases, 3) Students have a spirit of love for peace and harmony, 4) Students help each other, and 5) Students have a spirit of love for the country.

This study aims to analyze the implementation of the Think-Pair-Share (TPS) cooperative learning method in the teaching of Islamic Religious Education (PAI) at SMP YPMA Medan. The problem addressed is the low level of active student participation in PAI learning. To address this issue, the TPS method was implemented as a strategy to increase student engagement. This research used a qualitative method with a descriptive approach. Data collection was carried out through observation, interviews, and documentation. The results showed that the application of the TPS method significantly increased student activity in discussions and collaboration, as well as deepened their understanding of the learning material. Students were more motivated and actively participated in the learning process, showing improvement in academic achievement. These findings indicate that the TPS method is effective in teaching PAI, particularly in facilitating interactive and collaborative learning.

Joyfull learning means fun learning. The joyfull larning method is a learning method that is preferred by students which is comfortable, safe dan exciting so that learning runs effectively and efficiently. The problem with the researcher’s observations resulted in the conlusion that there was a lack of student activity in expressing their opinions in class, student were still lazy in participating in learning, some student preferred listening rather than reading due to students; lack of interest in reading in class. In this study, the aim was to find out the effect of the joyfull learning method on student activity in PAI learning at UPTD SDN 02 Mungka for class III students using the material Thanking Allah SWT. this research uses an experimental research methodology with a pre-experimental design type one-group pretest-posttest research design. This research carried out tests before and after being given treatment in the form of questinnaires to third grade students. The big influence of applying method with results of the t test calculation in the form of a paired sample t-test shows that the significant value is 0.030, which means less than 0.05, so H0 is rejected and Ha is accepted. This means that there is a significant difference in student activity before and after using the joyfull learning method.

Merdeka Curriculum is a new curriculum with a foundation as a complement to the 2013 Curriculum, but in implementing the Independent Curriculum it is necessary to implement it first for teachers before teaching it to students. So that it is able to build quality student character both in the academic field and in other fields. Research is to find out PAI learning in the Merdeka Curriculum in Islamic Religious Education subjects at SMA Negeri 1 Tilatang Kamang. Data collection techniques are carried out through observation, interviews and documentation. The results of this research show that the implementation of Islamic Religious Education learning consists of 3 activities, there are preliminary activities, then core activities and closed with closing activities, plus the P5 project. Then there are problems that occur in the implementation of Islamic Religious Education learning, namely educators do not take part in training, differentiated learning is less than optimal and the mindset. So the efforts made to overcome these problems are by taking part in internal/external workshops, increasing creativity as a teacher and sharing with fellow educators or with people who know more (often ask questions).

This investigation was motivated by the low average academic achievement of Islamic Religious Education students at SMPN 2 Ampek Angkek. In the 2022/2023 academic year, the low midterm exam scores of students in class IX 1 of SMPN 2 Ampek Angkek provided empirical support for the statement. A total of 25 student responses were received for the exam; however, only five students achieved the minimum score of 75 required to complete SMPN 2 Ampek Angkek. A prospective approach to improving Islamic Religious Education learning outcomes at SMPN 2 Ampek Angkek is to incorporate video media into the established curriculum. This study aims to determine whether the application of video media affects the academic achievement of Islamic Education students at SMPN 2 Ampek Angkek. The purpose of this study is to determine whether or not there is an effect of the application of video media at SMPN 2 Ampek Angkek on PAI learning outcomes. The purpose of this study is to determine whether the adoption of video media has an impact on the academic achievement of PAI students at SMPN 2 Ampek Angkek. This research was categorised as a pseudo-experiment and used posttest control group design as the only research methodology. The student participants in this study were members of grade IX. In this investigation, purposive sampling, a type of non-probability sampling, was used. The experimental class in this study consisted of students of grade IX 3, while the control class consisted of students of grade IX 1. Data for this investigation was collected through assessment of students' progress in Islamic Religious Education. The Sig α value was ascertained to be 0.00 ± 0.05, based on the results of hypothesis testing conducted using SPSS software. Thus, it can be concluded that the utilisation of video media is able to influence the academic achievement of Islamic Religious Education students attending SMPN 2 Ampek Angkek.

This study examines the strategy for selecting Islamic Religious Education (PAI) teaching methods at the Dwi Farma Pharmacy Academy in Bukittinggi. Using a qualitative approach with a case study method, the research involved 20 participants including PAI lecturers, students, and academy leaders. Results show that method selection is influenced by pharmacy students' characteristics, the need to contextualize PAI materials with pharmaceutical ethics, technology availability, and diversity in students' religious knowledge. Interactive and problem-based methods prove more effective. Main challenges include time constraints and learning technology optimization. The research recommends developing integrated modules, enhancing lecturers' technology competence, implementing peer mentoring, and fostering collaboration between PAI and pharmacy lecturers. This study contributes to the development of effective PAI learning strategies in pharmacy higher education institutions.

The results of the research that have been researched by the author are: First, the reason for the integration of PAI learning at SMP BP Amanatul Ummah Pacet is to deepen students' understanding of Islamic religious teachings. Therefore, integration of PAI learning with book learning is carried out, such as Fiqh using Mabadiul Fikihiya and Arabic using Akidatul Awam. Obstacles faced include the difficulty of teachers dividing time between PAI and muis as well as the challenges of adapting new grade 7 students from elementary school. Solutions include teacher adaptation to changing moods and student maturity levels as well as developing engaging and effective teaching methods to maintain student focus. Second, the form of integration of learning that uses the Integrated model (The Integrated Model).

This article aims to enable learning to be more advanced and developed so that learning becomes more effective and efficient. In addition, Islamic religious education aims to develop attitudes and characters that are loyal and devoted to Allah SWT and in line with current realities. All educational institutions must be proactive, creative and productive in reading the phenomena that occur today. Therefore, the role of IT is very important here, creating a good design as a foundation for the advancement of information and communication technology, and adding Islamic religious education learning activities with materials and skills and practicing religion includes learning activities and mastery. But we must also be able to use a technical approach with learning methods using the internet programme "Moodle". Furthermore, the researcher will provide information regarding the type of research to be conducted, the time plan for conducting the research, and the class that will be the subject of the research. The results achieved are the process of developing IT-based PAI learning media, starting from the initial identification stage or the implementation of preliminary research to the final revision stage.

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

This study aims to develop an Islamic Religious Education (PAI) curriculum that incorporates multicultural values to foster religious moderation among students. The proposed curriculum integrates principles of cultural diversity and tolerance into PAI learning materials, allowing students to comprehend Islamic teachings while also appreciating and interacting harmoniously with adherents of other religions. Utilizing a qualitative research method with a phenomenological approach, this study addresses multicultural education as a relatively new phenomenon in PAI courses, emphasized as an essential competency for both lecturers and students. The phenomenological approach seeks to understand the daily lives and intersubjective experiences of the participants, aiming to reveal the meaning of concepts and phenomena as perceived by individuals. Conducted in a natural setting, this approach permits unrestricted interpretation of the phenomenon, granting researchers the freedom to analyze the data comprehensively. The findings indicate that a multicultural PAI curriculum effectively promotes an understanding of religious moderation among students and heightens awareness of the importance of multicultural perspectives in religion. These results are intended to guide educators and policymakers in creating a more inclusive PAI curriculum, thereby supporting the development of a peaceful and harmonious society.

This research was motivated by the relatively limited understanding of students in grades 3, 4 and 5 at SDN 15 Sutijo regarding PAI material. Many students have not demonstrated attitudes and behavior that reflect religious teachings well. Then, most students experience difficulties in achieving the expected competency standards in Islamic Religious Education subjects, including from the emotional and spiritual aspects of students. Many students lack motivation and feel anxious during the learning process, which has a negative impact on learning outcomes. Then some students also show apathy and lack motivation in taking religious lessons. This can be seen from the low average test scores and the results of observations of student interactions in class. So this research aims to determine the influence of IQ, EQ and SQ on students' PAI learning outcomes. This type of research is quantitative correlation. The population was 30 students and the sample used a total sampling technique. Data was collected through questionnaires and documentation and analyzed using simple and multiple linear regression tests. The research results show that IQ, EQ and S1 influence students' PAI learning outcomes. IQ has an effect of 14.4%, EQ of 14.3%, SQ of 27.2%. Then IQ, EQ and SQ together also influence students' PAI learning outcomes, namely 27.4% and the rest is influenced by other factors not examined in this research.

This research aims to improve PAI learning using the demonstration method at SDN 17 Bilah Barat. This type of research is classroom action research. Action research is a type of research used in the classroom to solve learning problems with the aim of improving the quality of learning. Journal analysis of the results of this literature review uses the critical assessment method. research result. The conclusion that can be drawn is that the demonstration method can be an effective method in improving PAI learning, especially in helping students understand and apply difficult concepts.  However, it should be noted that the demonstration method must be used wisely and in the right context to ensure its effectiveness in improving PAI learning.

In the industrial era 4.0 and advanced technology like today, teachers are faced with very tough challenges, especially PAI teachers, whose learning requires a clearer and more concrete picture. In this era, sources of information or learning are very easy to obtain, learning models and media are very innovative and formal education is required to produce quality students. This research is about how the independent learning program and its implementation in PAI learning for class X at SMA Darul Hikmah Burneh Bangkalan , aims to find out about the independent learning program and its implementation in PAI learning in increasing the critical thinking of class X students at SMA Darul Hikmah Burneh Bangkalan . This study uses a descriptive qualitative approach with field study methods and data collection techniques through observation, interviews and documentation. The results of the research on the implementation of the independent learning program in PAI class X at SMA Darul Hikmah Burneh Bangkalan , learning includes 3 aspects (intracurricular, co-curricular and extracurricular). With learning media using teaching modules, power points and computers.  

Education is an activity that helps people talk about what they already know in order to broaden their understanding of life's fundamentals. The foundations or principles that guide one's life, particularly those derived from religious ideals, are crucial for governing and enhancing the system of life. Based on observations made by the author at Takhassus Al-Qur'an Middle School, it is stated that there is a lack of student focus in learning and students' abilities vary in receiving learning. However, this does not rule out the possibility that students can stimulate learning more quickly. This can be done by training students' thinking through the rote method because the more the brain gets used to it, the more it will be trained and of course it will increase students' intelligence. The level of cognitive intelligence is divided into 3, namely: level of memory and understanding, level of application, level of analysis, evaluation and creativity. By using the rote method so that the level of cognitive development is observed in memory and understanding.Based on the findings of the author's research, the following conclusions can be drawn: 1) The memorization method for teaching PAI at Takhassus Al-Qur'an Middle School is in the good category, the level of cognitive intelligence of Takhassus Al-Qur'an Middle School students is known to be in the good category and level Student memorization based on memorization scores in PAI learning subjects is in the very good category. 2) hypothesis testing based on the t value, the predetermined value of tcount > ttable, namely 2.867 > 1.69389, while based on the significance value of 0.008 < 0.05, it is concluded that the rote method variable (X) has an effect on the cognitive intelligence variable (Y). simple linear regression (11.151 + 0.363 determination is 0.215, which means it has a positive influence of 21.5% and 78.5% is influenced by other factors that are not yet known by researchers. 3) Supporting factors in the memorization method for students' cognitive intelligence at Takhassus Al-Qur'an Middle School, namely using Mr. Abdurrahman al Asy'ari's method which is practiced in the tahfidz class using a special Al-Qur'an, level of perseverance, consistency in training, environment learning, and student concentration during the learning process.

This study discusses the learning approach in the independent curriculum applied in Islamic Religious Education (PAI) learning as stated in the Decree of the Director General of Islamic Education Number 3211 of 2022 concerning the Learning Achievements of Islamic Religious Education and Arabic Language in the Independent Curriculum in Madrasahs and in the Islamic Religious Education and Character Education Teacher Guidebook for Senior High Schools/Vocational High Schools Class X. This study aims to provide a comprehensive analysis of various approaches in PAI learning that are in accordance with the Independent Curriculum in Indonesia. A qualitative analysis approach was implemented, which involved extensive library research conducted to review existing literature related to learning approaches and PAI subject in the Independent Curriculum. The data used are secondary data from various existing scientific literature. The results of the study indicate that the learning approaches applied are Student-Centered Learning, Inquiry and Discovery Learning, Problem Based Learning, Project Based Learning and Collaborative Learning