Pembelajaran Afektif dalam Kurikulum Pendidikan Agama Islam: Tantangan dan Peluang untuk Pengembangan Profesionalisme Guru

Abstract

Islamic Religious Education focuses on shaping individuals' character and spiritual values within society based on Islamic teachings. Affective learning, as an integral aspect, faces challenges in its implementation within the Islamic Religious Education Curriculum. Hindrances such as limited resources, lack of teacher understanding, and a demanding curriculum affect the effectiveness of this approach. The aim of this research is to analyze the challenges of implementing affective learning and explore opportunities to enhance teachers' professionalism. The research methodology focuses on a literature review, referencing credible sources including academic journals to identify primary hindrances and potential solutions in the context of Islamic Religious Education. The research findings indicate that resource constraints, teacher misconceptions, and a packed curriculum limit students' involvement in affective learning. Nevertheless, opportunities to boost teacher professionalism through advanced training and teacher collaboration emerge as potential solutions. Intensive training will enrich teachers' understanding and skills in applying affective learning strategies, while collaboration allows for the exchange of best practices. The conclusion emphasizes that investment in teacher training and collaboration is key to enhancing affective teaching within the Islamic Religious Education Curriculum. This will ensure the fulfillment of students' affective aspects and the integration of Islamic values into students' lives in a more holistic manner. These measures will significantly impact the students' learning processes in Islamic religious education