Literature Analysis of Fostering Islamic Character through Cooperative Learning Strategies in the Context of Islamic Religious Education

Abstract

This study aims to analyze the contribution of cooperative learning strategies in fostering students' Islamic character in the context of Islamic Religious Education (PAI). In an increasingly complex era of education, the teaching of Islamic values such as honesty, responsibility, help, and tolerance is not enough to be done through the one-way lecture method. An approach is needed that actively engages learners in meaningful and collaborative learning experiences. To answer this, this study uses a library research method with a descriptive-qualitative approach, which examines various scientific literature from SINTA and Scopus indexed journals in 2017–2025. Data were analyzed through a thematic study on the application of cooperative learning models such as Jigsaw, Think-Pair-Share, Group Investigation, and Numbered Heads Together in the context of PAI learning. The results of the study show that cooperative strategies significantly support the formation of students' Islamic character through social interaction, group cooperation, and directed reflective communication. Islamic values are not only conveyed theoretically, but also practiced in learning dynamics. Teachers play the role of value facilitators who encourage the realization of learning based on manners and deliberation. The implications of this study emphasize the importance of professional training for PAI teachers to master a cooperative approach pedagogically and contextually. In addition, schools and educational institutions need to support the implementation of this strategy by providing time, space, and evaluation systems that encourage the integration of character values in the learning process. Cooperative strategies have proven to be relevant as a transformative approach in character-based Islamic education.