Abstrak / Ringkasan
This study aims to produce a holistic-integrative PAI learning model in the cognitive, affective, and psychomotor
domains in an integrated manner (PHIKAP) using Capra's theory which has the principles of connectedness, wholeness, and being.
This research uses a Research and Development (R & D) approach based on the theory from Borg & Gall, which is simplified into
four stages: a preliminary study, designing a model draft, validating the model draft; and testing the model in the field using a quasi-
experimental Pretest and Posttest Non-equivalent Control Group Design. Collecting data using questionnaires, interviews, trials,
and tests. Data analysis used quantitative and qualitative methods (mixed method). For quantitative data using the Mann-Whitney
U test statistic and qualitative data using descriptive qualitative. Research results: (1) PAI learning in elementary schools, which is
currently taking place, is more dominant in the cognitive domain than affective and psychomotor, even though these three domains
should ideally be carried out in a holistic, integrative manner according to juridical, psychological, and religious provisions; (2) The
product of this research is the PHIKAP PAI Model in Elementary Schools, which is a learning design that is structured starting from
planning, implementing, and evaluating connectedness, wholeness and being in the cognitive, affective and psychomotor domains.
The model developed includes rationale, goals, principles, planning, implementation, and evaluation strategies, as well as criteria
and assumptions for the success of Islamic education learning in elementary schools; (3) The effect of the PHIKAP model is proven
to be effective in improving the quality of the learning process by 75.75% through strengthening the functions of the cognitive,
affective, and psychomotor domains in a comprehensive and balanced manner. This value is higher than the group that does not use
the PHIKAP model with a quality value of 58,63..%; (4) The effect of the PHIKAP model is proven to be effective in improving
the quality of PAI learning outcomes in the cognitive domain by 85.97%, 91.43% in the affective domain, and by 89.18% in the
psychomotor domain. This value is higher than the group that does not use the PHIKAP model.