Unveiling the Dynamics of Islamic Religious Education in Madrasah Aliyah
CURRICULUM
DOI:
https://doi.org/10.51468/jpi.v8i2.1630Keywords:
Islamic Religious Education, Learning Problems, Madrasah TeachersAbstract
This article aims to analyze the problems of Islamic Religious Education (PAI) learning in Madrasah Aliyah (Islamic Senior High School). The focus of the study is directed at aspects of the curriculum, teacher competency, students, learning methods, digital media and technology, infrastructure, family and community environment, learning evaluation, and PAI learning development strategies. This research uses a literature study method with a content analysis approach to relevant research articles, theses, and academic studies. The results of the study indicate that the problems of PAI learning in Madrasah Aliyah are multidimensional. These problems arise not only from the content of the curriculum, but also from teacher readiness in implementing the curriculum, low student learning interest, the dominance of lecture methods, limited learning media, weak digital literacy, lack of infrastructure, less than optimal family and community support, and evaluation that still tends to emphasize cognitive aspects. In the context of Madrasah Aliyah, PAI problems must be understood as systemic problems that require collaborative solutions. Possible development strategies include strengthening teacher capacity, contextual learning, integrating technology effectively, improving infrastructure, collaborating with parents and the community, and developing evaluations that encompass cognitive, affective, and psychomotor domains. This article emphasizes that Islamic Religious Education (PAI) learning in Islamic Senior High Schools (Madrasah Aliyah) needs to be directed toward strengthening students' knowledge, practice, morals, and abilities to face the challenges of the times.
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