Rewards and Punishments in Forming Students' Morals: A Literature Study on Islamic Religious Education Learning

Abstract

Rewards and punishments as pedagogical strategies in the formation of students' morals in Islamic Religious Education (PAI) learning through library research. Literature searches were conducted on national and international indexed sources including academic books, journal articles, proceedings, and educational regulations. Selection used the criteria of topic relevance, publisher/journal authority, and novelty; data were extracted and then synthesized narratively-thematically with an emphasis on the concepts of targhib-tarhib, behavior modification, character-based learning, and restorative discipline. The results of the synthesis indicate that rewards (targhib) that focus on the process of effort, improvement, and reflection are correlated with the internalization of values ​​(honesty, responsibility, discipline, empathy) and increased intrinsic motivation. Punishment (tarhib) is effective when it is educative, proportional, consistent, and restorative, for example through remedial tasks, empathetic dialogue, and restitution of impact; conversely, humiliating or harsh punishments tend to decrease learning engagement and delay the internalization of morals. Overall effectiveness was moderated by teacher role models, classroom climate, clarity of rules, and the integration of Islamic Religious Education (PAI) activities (values ​​assessment, reflective practice, and school culture). Practical implications recommend an Islamic Religious Education (PAI) disciplinary framework that balances positive reinforcement and restorative consequences, using a measurable morality rubric and structured reflection space. Study limitations include reliance on secondary evidence and variation in school contexts; further research testing the reward–punishment intervention model through controlled field studies across levels is recommended.