Teachers’ Practice in Implementing 21 ST Century Learning in Islamic Education: A Literature Review

Abstract

This study aims to investigate the practices of Islamic Education teachers in implementing the 21st Century Learning (PAK-21) approach through a literature review analysis. PAK-21 is a learning method that emphasizes communication, collaboration, creativity, and critical thinking skills within classroom teaching and learning processes. In the context of Islamic Education, this approach is viewed as an effort to enhance instructional practices to be more relevant to current and future educational needs. The study adopts a qualitative research design using document analysis of academic sources such as journals, research articles, and official PAK-21 guidelines. The findings indicate that the level of implementation of PAK-21 among Islamic Education teachers remains moderate. Although there are efforts to integrate PAK-21 elements into teaching, there are challenge its execution is often constrained by factors such as time limitations, lack of understanding of modern pedagogy, limited access to technological resources, and non-teaching workload. Furthermore, the study identifies several strategies employed by teachers to overcome these challenges. These include continuous professional development, the use of value-based Islamic approaches such as hikmah (wisdom) and nasihat yang baik (good advice), as well as support from school administrators. The study concludes that the successful implementation of PAK-21 in Islamic Education requires comprehensive support from various stakeholders to ensure its effectiveness. The implications of this study contribute to the professional development of teachers, the provision of appropriate teaching aids, and the improvement of educational policies that support pedagogical transformation in line with 21st-century learning within Islamic Education.