Integration Of Neuroscience In Islamic Religious Education Learning: Strategies To Optimize Brain Potential And Character Formation  Of Students

Yogi Sumantri; Aldo Yolanda; Yunardi Ihsan; Penia Ulandari; Aida Rahmi Nasution; Dewi Purnama Sari

doi:10.37092/el-ghiroh.v24i2.1651

Authors

Yogi Sumantri Institut Agama Islam Negeri Curup (IAIN) Curup
Aldo Yolanda IAIN Curup
Yunardi Ihsan IAIN Curup
Penia Ulandari IAIN Curup
Aida Rahmi Nasution Institut Agama Islam Negeri Curup (IAIN) Curup
Dewi Purnama Sari IAIN Curup

DOI:

https://doi.org/10.37092/el-ghiroh.v24i2.1651

Keywords:

Neuroscience;, Islamic Religious Education; , Brain-Based Learning;, Character Education; , Emotion Regulation.

Abstract

Neuroscience provides a new perspective in understanding the learning process and character formation in Islamic Religious Education (PAI). This article aims to analyze the integration of neuroscience principles in PAI learning to optimize the potential of the brain and strengthen the religious character of students. This study uses a literature study method with a qualitative approach through the analysis of 20 source literature, consisting of journal articles, books, and scientific documents published in the last five years. The literature was selected based on its relevance to the themes of neuroscience, brain-based learning, Islamic education, and character education. The data were analyzed using content analysis and thematic synthesis. The results of the study show that the integration of neuroscience can help design PAI learning that pays attention to the cognitive, emotional, and psychomotor processes of students. The main strategies found include the creation of a positive learning atmosphere, the association of religious materials with meaningful experiences, the example of teachers, the use of multisensory stimulation, the use of Islamic stories, and the strengthening of emotion regulation. The synthesis of the study shows that PAI learning needs to develop the intellectual abilities as well as the spiritual character of students. Therefore, it is necessary to improve neuroscience literacy for teachers, develop practical learning models, and further empirical research.

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