Implications of the Scramble Learning Method on Interest in Learning Islamic Religious Education: A Narrative Literature Review

Abstract

Few studies have examined how the Scramble method affects learning interest. The focus is typically on cognitive factors, motivation, and active engagement in learning. To date, no study has attempted to integrate these findings in the context of enhancing interest in the learning of Islamic Religious Education. This study uses a narrative literature review (NLR) to address this topic by examining literature related to the Scramble method and Islamic Religious Education (PAI) instruction published between 2020 and 2026. Data were sourced from Google Scholar, SINTA, Publish or Perish, and Mendeley Desktop. This involved identification, relevance screening, data reduction, tabulation, data extraction, and thematic analysis. The study shows that research on the Scramble method and PAI learning is mostly concentrated in secondary education, while studies specifically targeting primary education, particularly those analyzing learning interest, remain quite limited. Using the Scramble method has beneficial effects on cognitive and affective aspects, including learning interest. It has been shown to enhance cognitive abilities such as understanding, memory retention, analytical skills, problem-solving, concentration, creativity, and learning outcomes. Affectively, this method fosters motivation, self-confidence, responsibility, cooperation, and participation, creating an enjoyable learning experience.