Integrasi Emosi dan Kerja Otak dalam Pendidikan Islam Berbasis Neurosains

Abstract

Emotional processes play a crucial role in learning; however, their integration into Islamic Religious Education has not yet been systematically grounded in neuroscientific perspectives. In many IRE learning practices, emotional dimensions are often overlooked, resulting in instructional approaches that are less responsive to students’ cognitive, emotional, and spiritual needs. This study aims to explain emotional processes from a neuroscience perspective, analyze the relationship between emotions and brain function in learning, and identify their contributions to the development of a scientific, student-centered model of Islamic education. The study employs a qualitative approach using a literature review method, drawing on scholarly sources indexed in Google Scholar, DOAJ, Garuda, and university repositories published between 2015 and 2025. Data were analyzed through content analysis techniques involving categorization, interpretation, and synthesis of findings. The results reveal that emotions play a central role in learning through the functioning of the limbic system—particularly the amygdala and hippocampus—which significantly influences attention, memory, and executive functions in the prefrontal cortex. Positive emotions stimulate dopamine release that enhances neuroplasticity, while negative emotions increase cortisol levels that inhibit higher-order thinking and information retention. The findings further indicate that IRE learning experiences that engage meaningful emotional involvement improve students’ comprehension and memory. Moreover, neuroscience contributes substantially to Islamic education through the design of supportive learning environments, the strengthening of active learning strategies, the integration of spiritual practices such as tadabbur and dhikr, and curriculum development that holistically integrates cognitive, emotional, and spiritual dimensions. These findings underscore the urgency of integrating neuroscientific principles with Islamic values in IRE to foster learners who are intellectually, emotionally, and spiritually balanced