This Systematic Literature Review (SLR) analyzes the integration and contemporary implications of Behaviorism, Cognitivism, and Constructivism learning theories within the framework of the Kurikulum Merdeka (Independent Curriculum) in Islamic Religious Education (PAI) in Indonesia. The SLR adhered to the PRISMA-Lite protocol, examining 25 studies published between 2020 and 2025 focusing on the functional relationship between learning theories and the Kurikulum Merdeka PAI. Thematic synthesis was employed to categorize the role of each theory across the cognitive, affective, and psychomotor domains. The implementation of PAI is characterized by functional eclecticism. Behaviorism remains essential for repetitive practical skills (shalat and wudu mastery). Cognitivism acts as a crucial bridge for processing complex conceptual knowledge (Fiqh, Aqidah) through tools like advanced organizers. Crucially, Constructivism serves as the central philosophical core, utilized in Project-Based Learning (P5) to foster critical character, religious moderation, and contextual application of Islamic values. The findings highlight a necessary pedagogical shift in PAI from a purely doctrinal approach to an adaptive, student-centered model. Successful transformation requires targeted professional development for PAI teachers in facilitating constructive and cognitive strategies to meet the holistic demands of the curriculum Utilizing the PRISMA -Lite protocol, the study synthesized 25 peer -reviewed articles (2020 –2025) to categorize the operational roles of these theories across learning domains. The findings reveal that PAI implementation is characterized by Behaviorism remains vital for rote practical skills (ritual mastery), Cognitivism bridges complex conceptual processing (Fiqh and Aqidah), and Constructivism serves as the philosophical core for Project -Based Learning (P5) to foster critical character and religious moderation. This study advances the discourse on Islamic pedagogy by validating a non -dichotomous, adaptive framework where multiple learning theories coexist functionally rather than competing. Academically, it provides a model for integrating traditional and modern learning theories in religious contexts. Practically, it underscores the urgent need for PAI teacher professional development focused on facilitative cognitive and constructive strategies to meet the holistic demands of student-centered curricula. This is an open access article under the CC–BY-SA license. The central research question guiding this review is: How are Behaviorism, Cognitivism, and Constructivism functionally integrated to achieve the holistic learning ou tcomes of Kurikulum Merdeka PAI. METHODS This study utilizes a Systematic Literature Review (SLR) method to rigorously and transparently synthesize existing research, focusing on the intersection of learning theory and Kurikulum Merdeka PAI. Search Strategy and Protocol (PRISMA-Lite) The review process followed the core stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol for systematic reviews, adapted for a qualitative synthesis (Thematic SLR). Author Learning Theory Implementation of Islamic Religious Education in the Independent Curriculum Affected Domains of Islamic Religious Education 1 Puspita, D., et al. (2024) Constructivism Uses project methods (P5) to build critical understanding of religious moderation (2023) Eclecticism (B, C, K) Uses a sequential model:Behaviorism (basic drill), Cognitivism (conceptual understanding), Constructivism (reflection/action). Holistic (C, A, P) 5 Setiawan, S. A. (2024) Constructivism (Critique) Notes PAI teachers' difficulty transitioning from the old Behavioristic approach to the required Constructivist facilitator role. Affective (Teacher Pedagogy)(Wardani, 2025) 6 Nugroho, P. (2024) Cognitivism Utilizes Advanced Organizers (Ausubel) to link new religious knowledge to students' existing cognitive structure. Cognitive (Conceptual Understanding) 7 Masruri, M. S., & Azizah, N. (2023) Behaviorism Applies a measurable reward and punishment system to enforce mandatory religious discipline (e.g., attendance for Dhuha prayer). Psychomotor (Compliance) 8 Mulyani, T., & Raharjo, S. (2025) Constructivism Uses Socratic discussions and conflict case studies to encourage students to independently formulate tolerant religious views. Affective (Attitude) 9 Ahmad, F., & Arifin, S. (2024) Cognitivism Promotes learning based on Bruner's Iconic phase (visual aids, religious symbols) before moving to abstract concepts (Symbolic phase). Cognitive (Information Processing) 10 Suryani, L., & Hakim, L. DISCUSSION The Shift to Functional Eclecticism The primary theoretical contribution of this SLR is confirming the existence of a Functional Eclecticism in Kurikulum Merdeka PAI. This model rejects the dominance of a single theory, instead adopting an adaptive approach where the theory is selected based on the specific learning outcome: Behaviorism (Input or Habit): When the goal is measurable, repeatable action. Cognitivism (Process or Understanding): When the goal is the logical processing and comprehension of complex information. Constructivism (Output or Character): When the goal is the internalization of values, critical reflection, and contextual application. CONLUSSION This Systematic Literature Review concludes that the development of Kurikulum Merdeka PAI is supported by a sophisticated model of Functional Eclecticism. Behaviorism, Cognitivism, and Constructivism are integrated tools, each indispensable for different learning domains. Constructivism, specifically through Project-Based Learning, serves as the defining theoretical characteristic of the new curriculum, ensuring that PAI focuses on producing students who are both pious and critically engaged citizens. Volume 15 No. 2. June 2026 https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index 2414 REFERENCE Adi, N. (2024).

framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote Educational technology (often abbreviated as edtech) encompasses computer hardware, software, along with educational theories and practices, used to facilitate learning and teaching. When referred to by its abbreviation, "EdTech," it often denotes the industry of companies that develop educational technology. In addition to practical educational experience, educational technology draws on theoret The academic study and development of artificial intelligence can be dated to at least 1956 when cognitive scientists began to investigate thought and learning processes in humans and machines. The earliest uses of AI in education can be traced to the development of intelligent tutoring systems (ITS) and their application in enhancing educational experiences. They are designed to provide immediate and personalized feedback to students. The incentive to develop ITS comes from educational studies showing that individual tutoring is much more effective than group teaching, in addition to the need for promoting learning on a larger scale. Over the years, a combination of cognitive science and data-driven techniques have enhanced the capabilities of ITS, allowing it to model a wide range of students' characteristics, such as knowledge, emotion, off-task behavior, and wheel spinning. There is ample evidence that ITS are highly effective in helping students learn. ITS can be used to keep students in the zone of proximal development (ZPD): the space wherein students may learn… In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires the scalarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. Students growing up in this digital age have extensive exposure to a variety of media. Major high-tech companies have funded schools to provide them with the ability to teach their students through technology. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing animal learning experiments. Since behaviorism consists of the view of teaching people how to do something with rewards and punishments, it is related to training people. B.F. Skinner wrote extensively on improvements in teaching based on his functional analysis of verbal behavior and wrote "The Technology of Teaching", an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, which was based on behavior analysis but substantially differed from Keller's and Skinner's models. === Cognitivism === Cognitive science underwent significant change in the 1960s and 1970s to the point that some described the period as a "cognitive revolution", particularly in reaction to behaviorism. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. It refers to learning as "all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used" by the human mind. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer science and information technology have had a major influence on cognitive science theory. The cognitive concepts of working memory (formerly known as short-term memory) and long-term memory have been facilitated by research and technology from the field of computer science. Another major influence on the field of cognitive science is Noam Chomsky. CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can be embedded to enhance learning. However, CBTs pose some learning challenges. Typically, creating effective CBTs requires enormous resources. The software for developing CBTs is often more complex than what a subject matter expert or teacher is able to use. Students can whiteboard and screencast when given rights by the instructor, who sets permission levels for text notes, microphone rights, and mouse control. A virtual classroom provides an opportunity for students to receive direct instruction from a qualified teacher in an interactive LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. The creation and maintenance of comprehensive learning content require substantial initial and ongoing investments in human labor. Effective translation into other languages and cultural contexts requires even more investment by knowledgeable personnel. ==== Learning content management system ==== A learning content management system (LCMS) is software for author content (courses, reusable content objects). doing a financial projection in a spreadsheet, or using a framework for designing learning environments) === Artificial intelligence === The academic study and development of artificial intelligence can be dated to at least 1956 when cognitive scientists began to investigate thought and learning processes in humans and machines. The earliest uses of AI in education can be traced to the development of intelligent tutoring systems (ITS) and their application in enhancing educational experiences. They are designed to provide immediate and personalized feedback to students.

Abstracts Technological developments in education have not been fully integrated optimally in Islamic Religious Education (PAI) learning, resulting in a gap between the needs of 21st-century learning and learning practices that are still predominantly teacher-centered. This condition encourages the need for an in-depth study of how learning principles and theories of behaviorism and cognitivism can be used as a basis for designing effective technology-based PAI learning. This study aims to analyze the integration of these learning theories as a basis for developing a more comprehensive technology-based PAI learning model. The study uses a library research approach by reviewing journals, books, and relevant research results, which are analyzed through content analysis techniques to identify conceptual patterns, similarities, and theoretical contributions. The results show that learning principles such as subsumption, progressive differentiation, and integrative reconciliation can strengthen the structure of digital PAI materials; behaviorism theory plays a role in designing technological features that are reinforcement and form religious habits; while cognitivism theory supports the development of digital media that facilitate information processing and meaningful learning. The conclusion of the study confirms that the integration of these three theoretical foundations can produce a technology-based PAI learning model that is more interactive, adaptive, and pedagogical. This study contributes to the development of a technology-based PAI conceptual framework and recommends empirical testing of the model's effectiveness through further research. Muhammad Ikhsan 98 Building Technology-Based Islamic Education Learning: A Review of Learning Principles, Behaviorism, and Cognitivism Examples include reward point features, automated quizzes with rapid feedback, learning behavior tracking, and reminder systems. In this way, technology can r einforce positive behaviors such as prayer routines, memorization, and other Islamic Religious Education (PAI) learning activities.(Mimi Jelita dkk, 2023). C. findings on Cognitive Learning Theory Literature analysis shows that cognitive theory views le arning as an active mental process involving perception, memory, understanding, and problem -solving. Gestalt theory emphasizes insight, while Piaget outlined four stages of cognitive development: sensorimotor, preoperational, concrete operational, and form al operational. Cognitive theory also emphasizes the importance of meaningful learning, life space, and transfer of learning (Yossita Wisman, 2020). Interpretation of Findings: These findings indicate that Islamic Religious Education (PAI) learning technol ogy must provide a learning environment that supports exploration, meaningful learning, and problem - solving. Features such as digital simulations, verse visualizations, interactive concept maps, and case studies can help students build insight and connect PAI material to real-life situations. Furthermore, technology must be able to adapt the learning difficulty and model based on the learner's cognitive developmental stage. Interpretation of Findings: The overall interpretation of the findings suggests that the integration of learning principles, behaviorism, and cognitive theory can form a strong foundation for developing Islamic Religious Education (PAI) learning technology. Learning principles provide the structural direction of learning, beh aviorism directs the reinforcement of behavior, while cognitivism provides a deep - understanding approach. The combination of the three emphasizes that Islamic Religious Education (PAI) learning technology must be: 1. Structured and hierarchical (according to learning principles) 2. Providing direct feedback and reinforcement (according to behaviorism) 3. Supports cognitive processes and problem solving (according to cognitivism) These findings directly support the research objective, namely to formulate a comprehens ive theoretical basis for developing Islamic Religious Education (PAI) learning technology (Sutarto, 2017). Muhammad Ikhsan 100 Building Technology-Based Islamic Education Learning: A Review of Learning Principles, Behaviorism, and Cognitivism consolidation. Islamic Religious Education (PAI) material requires gradual mastery, so learning technology that organizes material hierarchically naturally supports students' learning process. Second, behaviorism th eory emerged as a strong foundation for digital learning because digital systems enable repetition (exercise), reinforcement, and instant response measurement. These elements are why the application of reward -based technology is so effective in Islamic Rel igious Education (PAI) learning, particularly in fostering habits of worship and memorization. Third, cognitive theory is relevant because Islamic Religious Education (PAI) learning not only encourages behavioral change but also a deeper understanding of r eligious values. The processes of insight, visualization, and information processing are essential for abstract topics such as faith, destiny, and Islamic ethics. This explains why technology that enables concept mapping, simulations, and case studies is so effective in Islamic Religious Education (PAI). Thus, the research findings have a strong causal basis, both in terms of the characteristics of the Islamic Religious Education material and the psychological characteristics of the students. This research makes several important contributions, namely: 1. Theoretical Contributions This research integrates three basic learning theories —learning principles, behaviorism, and cognitivism—into a framework for developing Islamic education (PAI) learning technology. This integration provides a comprehensive theoretical model that has not been widely developed in the literature on religious education.. 2. Practical Contribution This research