Randy Pratama, Mhd Yudha Firmansyah, Muhammad Sanusi, Muhammad Luthfi Anshori, Salmaini Yeli

Religious Learning Environment Psychology, Learning Climate that Supports Religiosity and Islamic Values

Introduction

Religious learning environment psychology, learning climate that supports religiosity and islamic values. Discover how a supportive religious learning environment fosters student religiosity, Islamic values, and psychological well-being. Learn strategies for Islamic education.

Abstract

This article examines the psychology of religious learning environments and the importance of creating a conducive learning climate for the development of religiosity and Islamic values. The learning environment encompasses not only the physical aspects of the classroom, but also the psychological, social, and spiritual dimensions that shape the learning experience of students. This literature review analyzes theories of environmental psychology, classroom climate, and their application in the context of Islamic education through a review of the latest Indonesian-language literature (2020-2025). The discussion covers the basic concepts of learning environment psychology, components of a religious learning climate, relevant theories (Bronfenbrenner, Bandura, Bloom), characteristics of a learning environment that supports religiosity, and practical strategies for creating an Islamic learning climate. The findings show that a positive, inclusive, and religious learning environment significantly increases learning motivation, psychological well-being, internalization of Islamic values, and the formation of religious character in students. This article concludes that creating a religious learning climate requires synergy between Islamic physical environment design, a strong school culture, teacher competence in creating a safe and supportive psychological atmosphere, and the active involvement of all education stakeholders.

Review

This literature review presents a timely and relevant exploration into the psychological dimensions of religious learning environments, specifically focusing on Islamic education within the Indonesian context. The article effectively highlights the critical importance of cultivating a learning climate that not only supports but actively fosters religiosity and the internalization of Islamic values among students. By encompassing physical, psychological, social, and spiritual aspects, the paper positions itself as a comprehensive resource for understanding the multifaceted nature of educational settings conducive to holistic religious development. A significant strength of this work lies in its interdisciplinary approach, drawing from environmental psychology, classroom climate theories, and established educational frameworks (Bronfenbrenner, Bandura, Bloom) to construct a robust theoretical foundation. The targeted review of recent Indonesian-language literature (2020-2025) offers a valuable contextualized perspective, ensuring the discussion's relevance to current discourse and practices in the region. The abstract effectively articulates the substantial positive outcomes associated with such environments, including enhanced learning motivation, psychological well-being, successful internalization of values, and the formation of religious character, providing compelling evidence for the proposed strategies. The emphasis on practical strategies and the synergy required from all stakeholders further underscores its potential for real-world application. While this literature review provides a strong conceptual framework, the full paper would benefit from a more explicit discussion of potential challenges or nuances in implementing these strategies across diverse educational settings within Indonesia, perhaps addressing varying interpretations of "Islamic values" or resource constraints. Furthermore, while drawing on Indonesian literature offers contextual depth, future empirical work or a comparative analysis with broader international literature could strengthen the generalizability of some findings. Nevertheless, this article offers a vital contribution to the discourse on religious education, providing a solid theoretical and practical groundwork that warrants serious consideration by educators, policymakers, and researchers committed to fostering religious growth in educational contexts.

Full Text

Comments

You need to be logged in to post a comment.