Pendidikan Agama Islam dan Pengembangan Moral Reasoning Mahasiswa di Perguruan Tinggi: A Systematic Literature Review
DOI:
https://doi.org/10.59944/jipsi.v5i4.1967Keywords:
Islamic Religious Education, Moral reasoning, University students, Higher education, Systematic literature reviewAbstract
University Islamic Religious Education (IRE/PAI) research commonly assesses character, religious morality, and academic integrity rather than the reasoning process underlying moral decisions. This review maps 20 empirical studies, distinguishes direct measurement from related proxy outcomes, and identifies relevant pedagogical mechanisms. The source manuscript reports searches of GARUDA, publisher/journal websites, and title/DOI records up to 10 September 2026. Twenty studies were retained from 47 candidate records. The corpus comprises 11 qualitative, six quantitative, two development, and one mixed-method quasi-experimental study. Only one study clearly reports a dilemma-based moral-reasoning test; two others explicitly address moral reasoning but do not document equivalent direct measurement. Four themes concern moral-value knowledge, dialogic contextual learning, the knowing–action gap, and institutional context. A proposed PAI–Moral Reasoning Cycle links normative principles, ethical dilemmas, dialogue, moral justification, reflection, and action through feedback. As study-level critical-appraisal records are unavailable in the provided material, the conclusions describe patterns of evidence rather than a pooled or established causal effect.
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Catatan akses sumber. Dua puluh artikel empiris pada Tabel 2 memiliki DOI atau laman jurnal aktif yang diverifikasi pada 10 September 2026. Tiga referensi tambahan (Ji et al., 2009; Yaqin, 2021; Nemt-allah et al., 2026) digunakan sebagai penguat teoretis/komparatif dan Page et al. (2021) sebagai rujukan metodologis PRISMA.
