ISSN: 2226-6348
Open access
This study examines the implementation of contextual teaching in Islamic Education through an analysis of previous studies. This approach has gained attention due to its ability to connect learning with students’ real-life experiences, making teaching more meaningful while supporting the development of Islamic values. However, prior studies indicate that its implementation remains limited, small in scale, and not systematically integrated into the curriculum or teacher professional development. This study employs a Systematic Literature Review (SLR) guided by the PRISMA protocol and PICo framework to ensure a systematic and transparent analysis process. A total of 20 articles published between 2019 and 2026 were selected from Scopus, Web of Science, and Google Scholar. The findings identify three main themes: contextual teaching strategies, its effectiveness in improving academic achievement and Islamic values, and implementation challenges. The study recommends stronger curriculum integration, continuous teacher training, and the provision of context-relevant teaching materials.
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