A Cognitive Psychology Approach Based on Meaningful Learning in Islamic Religious Education: A Case Study in an Elementary Madrasah

Abstract

Islamic Religious Education (PAI) learning aims to foster students' understanding and practice of religious values. However, PAI learning in madrasas still tends to be memorization-oriented, resulting in an underdevelopment of religious concepts. A cognitive psychology approach views learning as an active process that connects new knowledge with students' existing cognitive structures. This study aims to describe the application of a cognitive psychology approach in PAI learning at MI Ihyaul Islam. Furthermore, it analyzes its impact on improving students' understanding of religious concepts. The study used a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results indicate that a cognitive psychology approach can improve understanding of religious concepts through activating prior knowledge, contextual presentation of material, discussions, and reflection on learning. Students not only memorize material but also understand the meaning and application of religious teachings in their daily lives.