Article Innovation of a Humanistic–Religious Islamic Education Learning Model in Strengthening Students’ Character

Abstract

Islamic education faces contemporary educational challenges in the form of a moral crisis, the growing trend of individualism, and the reduction of the meaning of religiosity among students. These conditions demand innovations in learning models that are not merely normative–dogmatic but are also capable of shaping character in a reflective and meaningful way. This study aims to examine and formulate an innovative Islamic education learning model based on the integration of humanistic and religious approaches in strengthening students’ character. The study employs a qualitative approach with a conceptual–analytical design through a systematic review of reputable national and international literature published within the last five years. Data analysis was conducted using thematic–conceptual analysis to identify patterns, principles, and pedagogical constructs of the humanistic–religious learning model. The results indicate that the integration of humanistic and religious approaches fosters Islamic education learning that is more dialogical, reflective, and contextual. This model strengthens the role of teachers as value facilitators and moral exemplars, promotes the internalization of values through reflection and socio-religious experiences, and is effective in developing students’ religious character, empathy, responsibility, and integrity. This study concludes that the humanistic–religious Islamic education learning model represents a relevant, integrative, and adaptive pedagogical alternative in addressing contemporary challenges in Islamic education and contributes both theoretically and practically to the development of character education in Islamic educational institutions.