Hypnoteaching difungsikan sebagai upaya mendongkak semangat belajar peserta didik, belum banyak data empirik yang membahasnya dalam riset di kelas PAI. Penelitian ini bertujuan (1) mengungkap penerapan hypnoteaching dalam pembelajaran PAI, (2) mengungkap kondisi yang memicu urgensi penerapan hypnoteaching dalam pembelajaran PAI, dan (3) menginvestigasi implikasi hypnoteaching terhadap hasil dan luaran pembelajaran PAI. Penelitian kualitatif pendekatan fenomenologik ini bersandar pada data pengamatan langsung di kelas dan wawancara. Hasil penelitian menunjukkan integrasi hypnoteaching dalam pembelajaran PAI menjadikan interaksi guru dan siswa efektif. Sejalan dengan itu, perubahan kondisi kelas yang semakin positif tersebut dipicu oleh factor psikologis (suasana hati, motivasi internal, perhatian meningkat) dan sosiologis (kondisi saling mempengaruhi guru terhadap murid). Bersamaan dengan itu, integrasi hypnoteaching berimplikasi pada peningkatan hasil pembelajaran (tiga ranah: kognitif, afektif, dan psikomotorik) dan juga luaran berupa sikap dan perilaku positif dalam kehidupan sosial siswa sehar-hari. Hasil penelitian merekomendasikan hypnoteaching tidak hanya diterapkan di kelas PAI, tetapi juga di kelas- kelas mata pelajaran lain guna menjawab dahsyatnya guncangan dan tantangan dunia pendidikan era industry 4.0.

ABSTRACT:
Hypnoteaching is functioned as an effort to boost students' enthusiasm for learning, however there have not been much empirical data that discusses it in research in Islamic religious eduction classes. This study aims to (1) reveal the application of hypnoteaching in Islamic religious education learning, (2) reveal the conditions that trigger the urgency of hypnoteaching in PAI learning, and (3) investigate the implications of hypnoteaching on PAI learning outcomes and outcomes. This qualitative research with phenomenological approach relies on direct observation data in class and interviews. The results showed that the integration of hypnoteaching in PAI learning made teacher-student interaction effective. In line with that, changes in classroom conditions that are increasingly positive are triggered by psychological factors (mood, internal motivation, increased attention) and sociological factors (conditions that influence each other between teachers and students). At the same time, the integration of hypnoteaching has implications for improving learning outcomes (three domains: cognitive, affective, and psychomotor) as well as positive outcomes in the form of attitudes and behaviors in students' daily social lives. The results of the study recommend that hypnoteaching is not only applied in PAI classes, but also in other subject classes in order to answer the enormity of shocks and challenges in the world of education in the industrial era 4.0.