Holistic Learning in Islamic Religious Education at SMP IT Bina Insan Batang Kuis
DOI:
https://doi.org/10.59890/ijasse.v4i4.16Keywords:
Holistic Learning, Islamic Religious Education, School EcosystemAbstract
This study examines how holistic learning is enacted in Islamic Religious Education (PAI) at SMP IT Bina Insan Batang Kuis and identifies the ecosystem sustaining it. Using an instrumental single-case design, data were collected from December 2025 to March 2026 through observation, semi-structured interviews with nine participants, and document analysis. The findings show that holistic learning connects five dimensions—cognitive-intellectual, spiritual, moral-affective, psychomotor, and social—across classroom instruction, religious routines, mentoring, assessment, and home monitoring. Teachers act as instructors, facilitators, murabbi, and role models. Merdeka–JSIT curriculum integration and parental partnership support the model, while limited time, varied abilities, administrative workload, and uneven home support constrain it. Holistic PAI is best understood as an educational ecosystem, not merely a classroom technique.
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