DINAMIKA INTERAKSI SOSIAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: STUDI PUSTAKA TENTANG PENGARUHNYA TERHADAP PERKEMBANGAN PSIKOLOGIS SISWA

Abstract

AbstractSocial interaction is one of the key factors influencing students' psychological development in the learning process. This study aims to examine the forms and dynamics of social interaction that occur in Islamic Religious Education (PAI) learning, students' psychological development within the learning context, and the relationship between social interaction and students' psychological well-being. This research employs a qualitative approach using a library research design. Data were collected through a review of relevant literature, including books, scholarly journal articles, and previous studies on social interaction and educational psychology. The data were analyzed descriptively and analytically through the processes of identification, comparison, interpretation, and synthesis of findings from the selected sources. The results indicate that social interaction in PAI learning takes place through communication, group collaboration, discussions, question-and-answer activities, and mutual assistance among students. Positive social interaction contributes to increased self-confidence, learning motivation, adaptability, emotional regulation, and students' psychological well-being. Conversely, less conducive social interaction may lead to anxiety, low self-esteem, and decreased learning motivation. The novelty of this study lies in its conceptual synthesis, which integrates perspectives on social interaction, educational psychology, and the characteristics of PAI learning through a library research approach, thereby providing a more comprehensive understanding of the relationship among these three aspects. Academically, this study enriches the discourse on Islamic educational psychology, while practically, its findings serve as a reference for PAI teachers in designing learning environments that are more inclusive, communicative, collaborative, and oriented toward fostering students' psychological well-being.