Systematic Literature Review:

Factors Influencing Students' Learning Motivation in Islamic Religious Education Learning (Psychological, Pedagogical, and Theological Perspectives)

Abstract

This systematic literature review examines factors influencing students' motivation to learn in Islamic Religious Education (PAI) through an integrative framework that combines psychological, pedagogical, and theological perspectives. Following PRISMA guidelines, 847 articles from Google Scholar, ERIC, Scopus, and DOAJ (2020–2024) were screened; 10 studies meeting full inclusion criteria were selected for thematic synthesis. Findings reveal that PAI motivation is shaped by internal factors, such as self-efficacy, interest, goal orientation, and self-regulated learning, and by external factors, including teacher competence and role modelling, family religious environment, peer group norms, and technology-integrated pedagogy. A key original finding is that spiritual-theological motivation, rooted in religious consciousness, Islamic identity, and transcendental orientation, functions as a unique moderating dimension absent from secular motivation frameworks. This study presents an original theoretical model, the Integrative Motivational Framework for PAI (IMF-PAI), that offers actionable guidance for PAI educators and policymakers.