The Problems of Teacher-Centered Islamic Religious Education (PAI) Instructional Design: Challenges and Solutions for Achieving Active Learning

Abstract

Learning design is one of the important aspects in determining the success of the educational process, including Islamic Religious Education (PAI). However, in its implementation, Islamic Religious Education still faces various problems, one of which is the use of learning designs that remain teacher-centered. This condition causes students to become passive recipients of information, less involved in learning activities, and have limited opportunities to develop critical thinking and creativity. This article aims to discuss the problems of teacher-centered learning design in Islamic Religious Education, its contributing factors, its impact on the learning process, and possible solutions to create more active learning. This article employs a library research method by collecting and analyzing various sources, including books, scientific journals, and relevant literature related to learning design and Islamic Religious Education. The results of the literature review indicate that learning activities that are excessively teacher-centered can reduce students' involvement in the learning process. Therefore, changes in learning design are needed through the use of varied teaching methods, learning media, and student-centered approaches. Thus, Islamic Religious Education is expected not only to focus on delivering subject matter but also to develop students' knowledge, attitudes, skills, and moral character.