JEICI - Journal of Education and Islamic Contemporary Issue

Active and Creative Learning Models in Islamic Religious Education: An Analysis of PAKEM and PJBL

2025-12-12T23:32:13+07:00

This study aims to analyze active and creative learning models in PAI, particularly through the PAKEM (Active, Creative, Effective, and Fun Learning) and Project-Based Learning (PjBL) approaches. Using a qualitative research method grounded in a literature review, data were obtained from scientific articles and other relevant studies that examined the implementation of the two models. The study's results indicate that active and creative learning models can increase students' motivation, engagement, and creativity in understanding Islamic values. Factors supporting implementation include teacher professionalism, availability of facilities, student motivation, and school support, whereas obstacles include limited time, limited facilities, and resistance to new methods. Overall, PAKEM and PjBL have demonstrated a positive impact on students' mastery of material, character development, and 21st-century skills. Therefore, the development of active and creative learning designs in PAI is essential to addressing educational needs in the digital era and independent curricula.

Baitul Hikmah as Intellectual Pillar: Social Studies of Islamic Education in Baghdad on Sustaining the Glory of the Abbasids

2025-12-13T14:21:22+07:00

This study examines the role of Baitul Hikmah as an intellectual pillar in the social history of Islamic education in Baghdad during the heyday of the Abbasid Dynasty. Baitul Hikmah functions as a translation center, academy, and library, serving as the epicenter of scientific development. The full support of the Abbasid caliphs, especially Al-Ma'mun, enabled an inclusive and multicultural scientific tradition that included Muslim and non-Muslim scientists. The research method used is a literature study with a historical-qualitative approach. With primary and secondary sources from historical works on Islamic civilization and scientific articles. The study's results show that Baitul Hikmah not only advanced science but also fostered a critical, open, and transformative scientific culture, thereby sustaining the political, social, and intellectual glory of the Abbasid Dynasty. This study makes an important contribution to understanding how Islamic education in the past laid the foundation for the emergence of advanced civilization and offers inspiration for the development of contemporary Islamic education.

Integrative-Holistic Islamic Curriculum Framework: A Conceptual Model for Contemporary Curriculum Development

2025-12-13T15:28:40+07:00

This study develops the Integrative–Holistic Islamic Curriculum Framework (IHICF) as a conceptual model to address persistent fragmentation in Islamic Religious Education (PAI) and its limited alignment with contemporary educational demands. The separation between religious knowledge and modern scientific disciplines, along with instructional practices dominated by memorization, has reduced the relevance of PAI to twenty-first-century competencies such as digital literacy, critical thinking, collaboration, and ethical reasoning. Using a qualitative library research approach, this study analyzes literature published between 2020 and 2025 through systematic selection, open coding, thematic synthesis, and conceptual triangulation. The analysis yields four pillars of the IHICF: internal integration across PAI subjects; external integration with modern sciences and social realities; holistic and adaptive learner development; and operational mechanisms involving curriculum planning, teacher capacity, and authentic assessment. The findings indicate that IHICF offers a coherent and applicable curriculum model that bridges Islamic values with contemporary learning needs. It provides structured pathways for thematic instruction, value-based projects, collaborative teaching, and meaningful digital integration. The framework contributes to PAI renewal by supporting learners' ethical grounding, intellectual competence, and social responsiveness.

Development of Islamic Religious Education Curriculum Based on Research and Local Wisdom

2025-12-14T00:57:28+07:00

The curriculum is a central component of educational implementation, serving as a guide for the learning process. However, the existing Islamic Religious Education curriculum remains general and normative and has not yet fully addressed society's real needs and global challenges. This article proposes an alternative approach to developing an Islamic Religious Education curriculum, grounded in research and local wisdom, as a strategic effort to enhance its relevance, contextualization, and applicability to students' lives. This study employs a library research method by analyzing relevant literature, journals, and documents. The findings indicate that a research-based curriculum can present learning grounded in data, empirical evidence, and real-world problem-solving. Meanwhile, the integration of local wisdom, which constitutes an essential part of local community needs, enables the curriculum to be more attuned to the culture, potential, and challenges of the surrounding community, thereby allowing Islamic values to be internalized more effectively and meaningfully. An Islamic Religious Education curriculum grounded in research and local wisdom serves not only as a learning guide but also as an instrument for shaping a religiously critical, moderate, and broad-minded generation without compromising Islamic and national identity. Therefore, developing an Islamic Religious Education curriculum grounded in research and local wisdom is crucial to improving educational quality and strengthening community empowerment in the modern era.