INOVASI PERENCANAAN PEMBELAJARAN PAI DI BOARDING SCHOOL: STRATEGI MENGATASI KEBOSANAN SISWA GENERASI Z
Abstract
This study discusses innovation in the planning of Islamic Religious Education (PAI) learning in boarding schools as a strategy to overcome the boredom of Generation Z students. The phenomenon of learning fatigue experienced by digital-native learners poses a particular challenge for teachers in creating engaging, interactive, and relevant learning experiences. Through a descriptive qualitative approach, this research highlights planning strategies that include technology integration, the use of collaborative methods, contextual approaches, and the implementation of project-based learning models. The findings show that innovative lesson planning not only enhances student engagement but also strengthens the understanding of spiritual, moral, and social values in everyday life. Thus, innovation in PAI lesson planning at boarding schools plays a vital role in shaping a learning atmosphere that is adaptive, enjoyable, and aligned with the characteristics of Generation Z.
References
Astriani, N. (2024). Blended Learning: Konsep, Manfaat, dan Tantangannya dalam Pembelajaran PAI. Jurnal Harmoni Nusa Bangsa, 2(1), 27
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to “gamefulness”: Defining gamification. Proceedings of MindTrek 2011
Dewi (2025). Managing Islamic Education for Generation Z in the Digital Era: A Systematic Literature Review. (Kajian sistematis: adaptasi manajemen pendidikan Islam untuk Gen Z).
Faizin, F., Fachri, M., & Munif, M. (2024). Optimizing Pedagogy through Gamification: A Scientific Approach to Enhancing Student Motivation in Madrasah. Afkarina: Jurnal Ilmu Pendidikan. E-Journal UNUJA
Fauziyah, L. U., Hartati, E. R., Hidayat, N., Noorhidayati, S., & Junaidi, M. (2024). Implementation of Blended Learning in PAI Subjects to Increase Student Engagements in High School. Edu-Religia: Jurnal Keagamaan dan Pembelajarannya, 7(1), 18–24.
Firmansyah, F. (2024). Challenges to the Implementation of Blended Learning in PAI: A Case Study. Tarbiyah: Jurnal.Syeh Nurjati
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. Dalam C. J. Bonk & C. R. Graham (Ed.), Handbook of Blended Learning: Global Perspectives, Local Designs (hlm. 3–21). Pfeiffer Publishing
Hanif. (2025). Design of Islamic Education for Generation Z. (Index Copernicus / Jurnal internasional): perancangan kurikulum/pengajaran sesuai karakter Gen Z.
Khatipah, R., Rusyaid, & Mut’mainna, T. (2025). Model Blended Learning pada Pembelajaran Pendidikan Agama Islam di Sekolah Dasar. Kartika: Jurnal Studi Keislaman, 5(2), 975–989.
Prensky, M. (2001). Digital Natives, Digital Immigrants (Part 1). On the Horizon, 9(5), 1–6. (Konsep penting mengenai karakteristik generasi digital/Gen Z)
Rahman, A. (2025). Islamic Education in the Family in the Digital Age. JITE Unuleh Journal: implikasi pendidikan keluarga terhadap pendidikan agama di era digital.
Safroni, S., dkk. (2021). Strategi Pembelajaran Pendidikan Agama Islam Berbasis Gamifikasi untuk Meningkatkan Motivasi Belajar Siswa. Jurnal Muaddib / Basicedu (artikel tersedia online).
Saleh, K., Arbain, M., & Asnawi, M. (2021). Blended Learning as a Developmental Model Strategy of Islamic Higher Education
Saleh. (2024). Transmission of the Values of Monotheism through Digital-Based Educational Games: Innovation in Islamic Religious Education in the Gen Z Era. (Artikel: digital educational games dan nilai tauhid)
Salsabila, U. H. (2022). Teknologi Pendidikan Berbasis Blended Learning dalam Pembelajaran Pendidikan Agama Islam. Educatio: Jurnal Pendidikan, (nama vol/iss), hlm. (xx–xx).
Supriadi, S. (2022). The Effect of Blended Learning and Independent Learning on Learning Outcomes of Islamic Religious Education. (Studi kuantitatif pada SMP).
