Transforming Islamic Religious Education Instruction

Abstract

This review article synthesizes instructional strategies for Islamic Religious Education (PAI) in response to digitalization, globalization, learner diversity, and character-formation challenges. Using a narrative literature review and conceptual synthesis of the sources compiled in the academic paper, the analysis focuses on four themes: active learning, Islamic value integration, differentiated instruction, and character-based instructional design. The review indicates that Problem-Based Learning, Project-Based Learning, and Inquiry-Based Learning can strengthen learner participation, critical thinking, collaboration, and the contextual application of religious knowledge. Islamic values become more meaningful when embedded in content, classroom interaction, learning processes, and digital conduct rather than presented as additional material. Differentiated instruction supports inclusion by adapting content, process, product, and the learning environment to readiness, interests, and learning profiles. Character-based instructional design requires alignment among objectives, learning materials, participatory methods, authentic assessment, and school culture. The synthesis shows that the central principle is instructional coherence: active learning must remain value-oriented, differentiation must preserve shared Islamic learning goals, and character formation must be observable in everyday learning practices.