PAI LEARNING IN INTEGRATED SCHOOLS, ISLAMIC BOARDING SCHOOLS, AND INTERNATIONAL SCHOOLS

• Harsing

  Sekolah Tinggi Agama Islam Minhajul Haq

  Author

• Rizaldy Alpiansyah

  Sekolah Tinggi Agama Islam Minhajul Haq

  Author

  https://orcid.org/0009-0008-9505-8673

• Irfan Alkhotiri

  Sekolah Tinggi Agama Islam Minhajul Haq

  Author

  https://orcid.org/0009-0008-5137-0737

This study aims to analyze and compare the learning model of Islamic Religious Education (PAI) in three types of educational institutions, namely Integrated Schools, Islamic Boarding Schools, and International Schools. This study uses a qualitative approach with a descriptive-comparative method, where data is obtained through observation, interviews, and document review. The results of the study show that each type of school has different characteristics and approaches in PAI learning. Integrated Schools emphasizes the integration between the national curriculum and Islamic values, so that the learning process is oriented towards a balance between academic and spiritual aspects. Islamic Boarding School develops a learning model based on the pesantren environment, with a focus on character formation and strengthening the memorization of the Qur'an. Meanwhile, the International School applies a multicultural and global approach, where PAI is taught in a method that is adaptive to the international context. A comparison of the three models shows that the advantages of PAI learning can be achieved by combining the strengths of each system.

Abdullah, A. (2017). Islamic education in a multicultural perspective. Student Library.

Abdullah, M. A. (2010). Islamic religious education in multicultural schools: Integration of values and knowledge in the national education system. Pustaka Siswa.

Azra, A. (2012). Islamic education: Tradition and modernization in the midst of the challenges of the third millennium. Kencana.

Basri, H. (2021). PAI learning model in international-based schools: Challenges and curriculum adaptation strategies. Al-Tarbawi: Journal of Islamic Education, 14(2), 113–128.

Daulay, H. P. (2014). Islamic education in the national education system in Indonesia. Kencana.

Dhofier, Z. (2011). The tradition of Islamic boarding schools: A study of kyai's life and his vision of the future of Indonesia. LP3ES.

ENHANCING COMMUNITY LEGAL LITERACY AS AN EFFORT TO OVERCOME THE WEAKNESSES OF THE CONSUMER PROTECTION SYSTEM IN GOODS PURCHASE TRANSACTIONS (R. Alpiansyah, I. Alkhotiri, & Harsing, Trans.). (2026). Al Musa’adah : Journal of Community Service STAI Minhajul Haq, 1(1), 1-10. https://doi.org/10.66891/4r7z1x04

Majid, A., & Andayani, D. (2013). Competency-based Islamic religious education: Curriculum concept and implementation 2013. Remaja Rosdakarya.

MANAJEMEN KURIKULUM DAN EKSTRAKURIKULER BERBASIS KARAKTER: INTEGRASI PENDIDIKAN JASMANI, PEMBIASAAN SPIRITUAL, DAN NEUROSAINS DALAM PEMBENTUKAN ADAB ISLAMI (R. Alpiansyah, I. Abdurahman, I. Alkhotiri, M. Wangsadanuredja, & Dzulfikri, Trans.). (2026). Labina : Journal of Islamic Education Management, 1(1), 62-91. https://doi.org/10.66891/v4dpda25

Muhaimin. (2004). Islamic education paradigm: Efforts to increase the effectiveness of Islamic religious education in schools. Remaja Rosdakarya.

Nata, A. (2012). Islamic education management: Developing superior and competitive Islamic educational institutions. Kencana.

Rahman, F. (2019). PAI learning model in the context of international schools in Indonesia. Journal of Islamic Studies and Education, 4(2), 90–105.

Tilaar, H. A. R. (2017). Multiculturalism: Global challenges and the transformation of national education. Grasindo.

Zuhairini, et al. (2015). Methodology of Islamic religious education. Bumi Aksara.

• PDF