Authenticity of Islamic Religious Education: Actualization of Mindful, Meaningful, and Joyful Principles in Moral Learning at Elementary Schools
DOI:
https://doi.org/10.61181/rvdq9g88Keywords:
Authentic education, Joyful learning, Mindful learning, Moral learning, Religious educationAbstract
The authenticity of Islamic Religious Education in elementary schools faces significant contemporary challenges, shifting from transformative character building toward mechanical cognitive memorization. This study aims to re-actualize the core principles of authentic moral learning through a mindful, meaningful, and joyful paradigm tailored for elementary school students. Using a literature study approach with critical-qualitative analysis, this research examines classical and contemporary pedagogical frameworks to synthesize an integrated moral education model. The findings indicate that mindful learning enhances students' self-awareness and spiritual presence, meaningful learning connects religious doctrines with daily life experiences, and joyful learning fosters intrinsic motivation and emotional well-being. Synthesizing these three elements restores the authenticity of IRE, transforming moral learning from rigid doctrinal instruction into a living, transformative spiritual and ethical experience.
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