Integrating Neuro-Pedagogy into Indonesian Islamic Religious Education: A Brain-Based Learning Framework for the Digital Era

Abstract

Islamic Religious Education (IRE) in the digital era continues to face significant challenges, particularly monotonous, teacher-centered instruction misaligned with how the brain naturally learns, weakening value internalization and meaningful learning. This study aims to develop a comprehensive conceptual framework for integrating neuro-pedagogy into IRE by proposing an operational model teachers can directly implement in the classroom. Using a library research design with a qualitative- conceptual approach, this study analyzed literature on educational neuroscience, neuro-pedagogy, IRE challenges, and brain-based learning theories, applying content analysis and theoretical synthesis to identify principles of attention, emotion, multisensory experience, and memory consolidation. The findings show these principles are highly relevant to IRE's goals, integrating cognitive, affective, and psychomotor dimensions, and translate into concrete strategies across Aqidah-Akhlaq, Al-Qur'an- Hadith, and Fiqh. The study proposes the 4C Neuro-Pedagogy IRE Model (Connect, Create Meaning, Construct Multisensory Learning, and Consolidate) as a classroom-ready framework for meaningful, student- centered learning that does not require advanced technology. This study concludes that neuro-pedagogy offers a scientific and practical foundation for strengthening character formation, spiritual awareness, and learning engagement in Islamic education, and recommends further empirical testing across diverse contexts.