This paper aims to analyze the dynamics and new paradigm of Islamic education in Indonesia from a historical perspective. This study uses the library to research reference books, journals, archives, documents, and other writings relevant to the title under study. This research is historical research and the object is the dynamics and new paradigm of Islamic educational institutions that grew and developed in Indonesia before and after Indonesia's independence. The new paradigm of Islamic education in Indonesia is through the realization of three dimensions of the substance of Islamic education, namely the acquisition of students towards science; the realization of students towards science in the format of their attitudes or behavior towards the learning environment, and even towards society; and the synergy between the acquired knowledge and their actualized attitudes or behavior in everyday life. Then, a new paradigm of Islamic education emerged, namely the Hadhari paradigm, which is an educational paradigm that connects education in an integral-interconnective way.
Islamic religious education learning strategies are techniques, procedures, and learning models used so that the teachings of the Islamic religion can be studied, understood, internalized, and practiced in everyday life. This is nothing but an effort to shape the religious character of students in order to create a religious society. This study aims to describe; planning PAI learning strategies in shaping religious characters, implementing PAI learning strategies in shaping religious characters, and describing the impact of PAI learning strategies in shaping students' religious characters at MTs Assa'adah I Bungah Gresik. The research method in this study uses a qualitative type with a case study approach. This study succeeded in finding that: 1) PAI learning strategies in shaping students' religious character in preparing lesson plans and evaluating learning; 2) The implementation of strengthening religious values as student characters is carried out through strategies for understanding, habituation, and exemplary religious values; 3) The religious values developed include worship, the value of the spirit of jihad, the value of trust and sincerity, the value of morals and discipline, and the value of exemplary.
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