Islamic Dialogic-Ethical Activation in Islamic Religious Education Learning in Higher Education

Abstract

Islamic Religious Education (PAI) learning in Indonesian universities is expected to move beyond the transmission of material to a learning experience that allows students to ask questions, weigh arguments, feel dialogic safety, and capture the ethical relevance of religion in academic life. This research aimed to explain how students interpret active, critical, and joyful PAI learning and how lecturers organize pedagogical practices that maintain a balance among critical reasoning, dialogue manners, and an encouraging learning atmosphere. This article used a multi-case qualitative case study design in three undergraduate PAI classes in three types of Indonesian universities. Data sources included semi-structured interviews with 24 students, six PAI lecturers, and three general course coordinators; three focus group discussions (FGDs); nine classroom observations; and nine learning documents. The analysis was carried out through cross-case reflective thematic analysis with initial coding, category development, theme mapping, reflective memos, and information adequacy assessment. The research findings yielded three main themes: voice safety as a prerequisite for participation, problem-based religious reasoning as a critical bridge, and joyful belonging as affective energy for intellectual courage. This article formulates an ethical dialogic activation model that explains the transformation of the student experience from passive obedience to reflective participation. The implications emphasize a PAI design that is dialogical, contextual, case-based, and sensitive to students' academic emotions.