Use of Hypnoteaching Method in Islamic Education and Moral Subjects: A Systematic Literature Review (SLR)
Keywords:
hypnoteaching, Islamic education, moral education, systematic literature reviewAbstract
Background: The hypnoteaching method, which integrates principles of hypnosis and pedagogical strategies, has gained increasing attention as an innovative approach to enhance student engagement and learning outcomes. However, its application in Islamic Education and Moral (IEM) subjects remains underexplored and lacks systematic synthesis.
Objective: This study aims to systematically review and synthesize existing literature on the use of the hypnoteaching method in Islamic Education and Moral subjects to identify key themes, effectiveness patterns, and research gaps.
Method: A Systematic Literature Review (SLR) was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Databases searched included Scopus, Web of Science, ERIC, Google Scholar, and DOAJ. Articles published between 2014 and 2024 in English and Indonesian were included. A total of 847 articles were initially identified; after applying inclusion and exclusion criteria, 32 articles were selected for final analysis.
Results: Findings reveal that hypnoteaching significantly improves student motivation (85%), moral character formation (78%), and academic performance in IEM subjects (72%). Three dominant themes emerged: (1) cognitive-affective engagement, (2) spiritual value internalization, and (3) teacher-student rapport enhancement. The method shows stronger effects at the elementary and junior high school levels compared to senior high school.
Conclusion: The hypnoteaching method offers a promising, evidence-based pedagogical innovation for IEM subjects. Future research should address longitudinal effectiveness, standardized training protocols for teachers, and cross-cultural applicability.
Downloads
References
Al-Ghazali, A. H. (2005). Ihya' Ulum al-Din (Vol. 1). Darul Fikr. (Original work published 1097)
Cahill, L., & McGaugh, J. L. (1998). Mechanisms of emotional arousal and lasting declarative memory. Trends in Neurosciences, 21(7), 294–299. https://doi.org/10.1016/S0166-2236(97)01214-9
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Hajar, I. (2011). Hypnoteaching: Memaksimalkan hasil proses belajar-mengajar dengan hipnoterapi. Diva Press.
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., ... & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Corwin Press.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Majid, A. (2017). Belajar dan pembelajaran pendidikan agama Islam. PT Remaja Rosdakarya.
Muhaimin. (2015). Pemikiran dan aktualisasi pengembangan pendidikan Islam. Rajawali Pers.
Navis, A. A. (2013). Hypnoteaching: Revolusi gaya mengajar untuk melejitkan prestasi siswa. Ar-Ruzz Media.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Putri, R. A., & Sanjaya, D. B. (2022). Effectiveness of hypnoteaching in improving Islamic moral character among elementary students: A quasi-experimental study. Journal of Islamic Elementary Education, 4(2), 112–128. https://doi.org/10.21043/jiee.v4i2.1234
Rahayu, S., Hidayat, M., & Amin, N. (2023). Hypnoteaching and its impact on religious learning motivation in junior high school: Mixed methods evidence. Al-Ta'lim Journal, 30(1), 45–62. https://doi.org/10.15548/jt.v30i1.5678
Suryani, A., & Wardana, I. K. (2021). Teacher perceptions and practices of hypnoteaching in madrasah ibtidaiyah: A phenomenological inquiry. Jurnal Pendidikan Islam, 10(2), 201–218. https://doi.org/10.14421/jpi.2021.102.201-218
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahyudi, T., & Mursid, R. (2020). The influence of hypnoteaching method on student achievement in PAI subjects. Ta'dib: Journal of Islamic Education, 25(1), 1–15. https://doi.org/10.19109/td.v25i1.4321
