The Relevance of Edward L. Thorndike’s Ideas to Behaviorist Learning Theory and Implications for the Consistency of Islamic Education Instruction at MI Al Azhar Center Baturaja

Abstract

This study explores the relevance of Edward L. Thorndike’s ideas to behaviorist learning theory and  implications for the consistency of Islamic Education  instruction at MI Al Azhar Center Baturaja. Behaviorist theory emphasizes observable behavior formed through stimulus-response interactions and reinforced by repetition and consequences. Thorndike’s principles Law of Readiness, Law of Exercise, Law of Effect, and Law of Attitude provide a systematic framework for shaping and sustaining learning behavior. A descriptive quantitative approach was employed, involving all PAI teachers as respondents, with data collected via a validated and highly reliable Likert-scale questionnaire. Frequency distribution analysis revealed that teachers actively apply these principles by preparing students mentally, conducting repeated exercises, giving positive feedback, emphasizing consequences, and utilizing prior experiences to strengthen positive religious behavior. The findings demonstrate that Thorndike’s behaviorist framework is highly relevant and practically applied, fostering disciplined, consistent, and sustainable learning patterns. The study concludes that applying Thorndike’s principles not only develops students’ skills but also strengthens  religious character, offering a structured and evidence-based approach for educators to promote consistent and meaningful engagement in PAI activities. These results contribute to both theoretical understanding and practical implementation of behaviorist learning in contemporary Islamic education