TARBIYAH: Jurnal Ilmu Pendidikan dan Pengajaran

Islamic Religious Education (PAI) learning at the junior high school level still faces various challenges, especially related to low learning outcomes and the lack of active student involvement in the learning process. This is largely due to the conventional approach that is still widely used by teachers. To overcome these problems, an innovative learning model is needed that is able to increase student participation and understanding. This study compares the effectiveness of the Problem Based Learning model and Blended Learning in Islamic Religious Education learning. The experimental method was used with a posttest-only control group design on grade IX students of SMP Negeri 3 Panyabungan. Data were obtained through essay tests and analyzed using t-tests. The results showed that the PBL model produced higher learning scores than Blended Learning. These findings indicate that PBL is more effective in improving student learning outcomes in the context of PAI subjects.

This paper discusses concept maps as a learning medium in Islamic education. Concept maps function to systematically organize knowledge, helping learners understand the interrelation of core elements of Islamic education such as aqidah, worship, morality, knowledge, and da’wah. Through visualization, this method enhances motivation, comprehension, and critical thinking skills. Moreover, concept maps support the integration of religious and general knowledge, making Islamic education more relevant to contemporary needs. Despite implementation challenges, concept maps are considered effective in improving the quality of learning and shaping Muslims who are faithful, knowledgeable, and morally upright.

This study aims to examine the process of Islamic Education (PAI) curriculum development in the digital era at Madrasah Tsanawiyah, as well as the challenges encountered and the solutions that can be implemented. The main focus is on identifying existing challenges and exploring applicable solutions. The research method employed is a literature review combined with descriptive analysis of curriculum documents and experiences of implementation in the digital era. The findings reveal that the development of the PAI curriculum faces several obstacles, including limitations in human and financial resources, limited use of technology in learning, and low stakeholder involvement in the processes of curriculum design and evaluation. In addition, issues related to students’ learning motivation and the lack of variation in instructional strategies also hinder the optimal implementation of the curriculum. The proposed solutions include continuous professional development for teachers, the integration of information and communication technology in PAI learning, enhanced collaboration among schools, parents, and the community, and the adjustment of curriculum content to ensure its relevance to contemporary needs and challenges. A responsive and adaptive PAI curriculum is expected to improve the quality of learning and to shape a generation that is religious, critical, and well-characterized in the digital era.

This study aims to analyze Fatima Mernissi's thoughts on gender equality and their implications for Islamic education. This study is motivated by the persistence of gender inequality in Muslim societies, which are often legitimized through patriarchal-biased religious interpretations. The study uses a qualitative method with a library study approach, with data sources consisting of Fatima Mernissi's works and relevant scientific literature. The data were analyzed using descriptive-analytical analysis techniques with a historical and sociological approach. The results show that Fatima Mernissi affirms Islam as a religion that upholds the principles of justice and gender equality and rejects the subordination of women that stems from social and political constructions. Mernissi uses a critical approach to religious texts, particularly misogynistic hadiths, by placing them in a historical and sociological context. From the perspective of Islamic education, Mernissi's thoughts position education as the primary means of empowering women and establishing just gender relations. The conclusion of the study confirms that gender equality in Islamic education is in line with the basic values ​​of Islamic teachings and needs to be realized through a contextual rereading of religious texts with a justice perspective.

This study aims to describe the concept, implementation, and development of the Islamic Education Curriculum (PAI) in Madrasah Ibtidaiyah. The PAI curriculum plays a crucial role in shaping students with strong faith, noble character, and the ability to practice Islamic values in daily life. This research employs a library research method, collecting data from digital books, ebooks, and relevant scholarly sources. The findings indicate that the PAI curriculum covers essential values such as tauhid, worship, morals, and social interactions, which are integrated into the learning process. Its implementation includes planning, classroom activities, religious habituation, and comprehensive evaluation encompassing cognitive, affective, and psychomotor aspects. Curriculum development requires relevance, contextualization, and technological integration to meet contemporary educational demands.