STUDI KOMPARATIF PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI

Abstract

Islamic Religious Education (IRE) in higher education plays a strategic role in shaping students’ character, moderate religious understanding, and moral integrity. However, the implementation of IRE varies among higher education institutions, particularly regarding curriculum design, pedagogical approaches, and learning outcomes. This study aims to compare IRE practices in general universities, health-oriented colleges, and Islamic higher institutions through a comparative study focused on curriculum development, teaching strategies, and student competencies. A descriptive qualitative method was employed through literature review, interviews, and observation. The findings reveal that general universities tend to emphasize religious moderation and nationalism; health-oriented colleges highlight professional ethics and humanitarian religious values; while Islamic higher institutions provide a deeper and more systematic religious discourse supported by contextual analysis. These distinct orientations influence the internalization of religious values among students. The study concludes that the development of IRE must be aligned with institutional characteristics and current socio-cultural dynamics to produce graduates with moderate Islamic perspectives, professional ethics, and strong social responsibility. This research provides a conceptual foundation for developing adaptive and inclusive IRE models in higher education.