Joyful Learning for Enhancing Pedagogical Competence of Islamic Education Teachers in Building Meaningful and Character-Based Learning

Husnul Khotimah; Eko Priyanto; Aghniawati Ahmad

doi:10.56741/pbpsp.v4i03.1147

Authors

Husnul Khotimah Universitas Islam Cirebon
Eko Priyanto Universitas Islam Cirebon
Aghniawati Ahmad
aghniawatiahmad@uicirebon.ac.id
Universitas Islam Cirebon https://orcid.org/0009-0009-3777-3406

DOI:

https://doi.org/10.56741/pbpsp.v4i03.1147

Keywords:

Islamic Education, Joyful Learning, Pedagogical Competence

Abstract

This literature review explores the role of joyful learning in enhancing the pedagogical competence of Islamic education teachers to promote meaningful and character-based learning. Drawing on various scholarly sources, the study identifies joyful learning strategies such as interactive discussions, educational games, storytelling, and multimedia as practical tools for improving instructional planning, classroom management, and student assessment. The review also emphasizes the relevance of Vygotsky’s social constructivist theory, especially scaffolding and social interaction, in supporting joyful and engaging learning experiences. Furthermore, it highlights challenges such as limited professional development and low digital literacy among teachers that may hinder the practical application of joyful learning. The study concludes that joyful learning contributes to pedagogical improvement and the formation of students' moral and spiritual character. Recommendations include the need for systematic training and institutional support to help Islamic education teachers implement joyful learning strategies more effectively in their classrooms.

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Author Biographies

Husnul Khotimah, Universitas Islam Cirebon

is a permanent lecturer in the Islamic Religious Education Study Program at the Islamic University of Cirebon, Indonesia. She holds a Doctorate in Islamic Religious Education and is active in research on Islamic education science and practice development. Her scholarly interests include religious learning methodologies, integration of Islamic values in education, and the design of character-based curriculum. (email: husnulkhotimah@uicirebon.ac.id).

Eko Priyanto, Universitas Islam Cirebon

is a Master’s student in the Islamic Religious Education Program at the Islamic University of Cirebon, Indonesia. His academic interests focus on contemporary Islamic studies and the development of religious education in the digital era. As an emerging researcher, he actively engages in academic forums and contributes to scientific publications on innovative Islamic learning. (email: aaeko56@gmail.com).

Aghniawati Ahmad, Universitas Islam Cirebon

is a lecturer in the Master of Guidance and Counseling Education Program at the Islamic University of Cirebon, Indonesia. With expertise in education and counseling, her research emphasizes the role of guidance and counseling in character education and students’ mental health. She is also active in curriculum development and provides academic mentoring for postgraduate students. (email: aghniawatiahmad@uicirebon.ac.id).

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