KONSTRUKTIVISME DALAM PENDIDIKAN AGAMA ISLAM TINJAUAN FILOSOFIS TERHADAP PEMBELAJARAN AKTIF

Fakrijal Fakrijal

doi:10.65802/nihayah.v1i1.8

Authors

Fakrijal Fakrijal Universitas Islam Negeri Ar-Raniny Banda Aceh, Indonesia

DOI:

https://doi.org/10.65802/nihayah.v1i1.8

Keywords:

Constructivism, Islamic Religious Education, Active Learning, Philosophy of Education

Abstract

Islamic Religious Education (IRE) has long been dominated by expository and teacher-centered approaches, which often result in weak critical thinking and insufficient internalization of Islamic values among students. This article aims to examine constructivism as an alternative pedagogical approach that promotes active, reflective, and meaningful learning in the context of IRE, through a philosophical lens grounded in Islamic education thought. This study employs a qualitative method with a library research model using descriptive-analytical and philosophical approaches. Data were collected from books, academic journal articles, and relevant and analyzed using hermeneutic interpretation and conceptual triangulation. The findings indicate that constructivist approaches in IRE empower students as active subjects in constructing their understanding of religious knowledge through experience, social interaction, and personal reflection. Strategies such as discussion, case studies, simulations, and project-based learning are proven to enhance critical thinking, contextual comprehension, and the application of Islamic ethics. Philosophically, constructivism aligns with the Islamic principles of tafakkur (contemplation), tadabbur (reflection), and the integration of intellectual and spiritual development. In conclusion, constructivism not only offers an effective pedagogical method but also supports the transformative vision of IRE in nurturing faithful, critical, and socially engaged individuals. Teacher training, curriculum development, and further research are recommended to strengthen the implementation of constructivist approaches in Islamic education.

References

Ahmad Baihaqi, “Active Learning in Hadith-Based Islamic Education,” Tadrib: Jurnal Pendidikan Agama Islam 10, no. 1 (2019): 33–46. https://doi.org/10.19105/tjpi.v10i1.2840.

Ahmad Muslih, “Mengembangkan Pemikiran Kritis Siswa Melalui Pembelajaran Pendidikan Agama Islam Berbasis Konstruktivisme,” Tadrib: Jurnal Pendidikan Agama Islam 10, no. 1 (2019): 71–84. https://doi.org/10.19105/tjpi.v10i1.2843.

Ahmad Ridwan, “Guru sebagai Fasilitator dalam Pembelajaran PAI Berbasis Konstruktivisme,” Tadrib: Jurnal Pendidikan Agama Islam 10, no. 2 (2020): 119–132. https://doi.org/10.19105/tjpi.v10i2.4321.

Asep Hidayat, “Implementasi Pendekatan Konstruktivisme dalam Pembelajaran Pendidikan Agama Islam di Madrasah Tsanawiyah,” Jurnal Pendidikan Agama Islam Al-Thariqah 4, no. 2 (2020): 157–169. https://doi.org/10.25299/al-thariqah.2020.vol4(2).5973.

Dedi Kurniawan, “Konstruktivisme dan Pengembangan Akhlak dalam Pendidikan Islam,” Jurnal Pendidikan Islam Nusantara 5, no. 2 (2020): 132–148. https://doi.org/10.24014/jpin.v5i2.10632.

Erna Wahyuni, “Pendidikan Karakter Kontekstual Berbasis Konstruktivisme dalam PAI,” Tadris: Jurnal Pendidikan Islam 15, no. 1 (2024): 57–73. https://doi.org/10.19109/tadris.v15i1.11202.

Farida Susantini, “The Influence of Constructivism Theory in Science Learning: Philosophical and Pedagogical Aspects,” International Journal of Instruction 12, no. 1 (2019): 565–577. https://doi.org/10.29333/iji.2019.12136a.

Fauzi Rahmatullah, “Risiko Relativisme dalam Pendidikan Islam Konstruktivistik: Sebuah Analisis Filsafat Pendidikan,” Tafkir: Interdisciplinary Journal of Islamic Education 6, no. 1 (2023): 91–104. https://doi.org/10.31943/tafkir.v6i1.1182.

Hadi, Syamsul. (2019). Pembelajaran PAI berbasis konstruktivisme dalam membentuk karakter peserta didik. Jurnal Pendidikan Islam, 5(2), 111–126. https://doi.org/10.15575/jpi.v5i2.1543

Handayani, Lina. (2020). Efektivitas pendekatan konstruktivis dalam pembelajaran fiqh. Jurnal Studi Keislaman, 8(1), 55–68. https://doi.org/10.29240/jsk.v8i1.1230

Imron Rosyadi, “Pembelajaran Pendidikan Agama Islam Berbasis Konstruktivisme dalam Meningkatkan Pemahaman Nilai-Nilai Keislaman,” Tarbiyatuna: Jurnal Pendidikan Islam 14, no. 1 (2021): 89–104. https://doi.org/10.21043/tarbiyatuna.v14i1.9841.

Laila Fitriyani, “Konstruktivisme dalam Perspektif Pendidikan Islam: Menelusuri Pemikiran Ibn Khaldun,” Islamic Review: Jurnal Riset dan Kajian Keislaman 5, no. 2 (2021): 120–135. https://doi.org/10.32678/irj.v5i2.4138.

Lailatul Badriyah, “Nilai-Nilai Tadabbur dan Tafakkur dalam Al-Qur’an: Perspektif Pembelajaran Aktif,” Al-Fikr: Jurnal Studi Ilmu Pendidikan Islam 14, no. 1 (2020): 33–49. https://doi.org/10.24235/afkir.v14i1.6395.

Lilis Suryani, “Efektivitas Pembelajaran Berbasis Proyek dalam Meningkatkan Kompetensi Keagamaan dan Sosial Siswa Madrasah Aliyah,” Jurnal Ilmiah Didaktika 21, no. 1 (2021): 44–59. https://doi.org/10.22373/jid.v21i1.9733.

Miftahul Huda, “Strategi Guru dalam Menerapkan Pembelajaran Konstruktivistik di Sekolah Islam Terpadu,” EduReligia: Jurnal Pendidikan Agama Islam 9, no. 2 (2023): 203–219. https://doi.org/10.21154/edureligia.v9i2.4781.

Muhammad Ahsan, “Relevansi Teori Konstruktivisme dalam Pendidikan Islam Modern,” Jurnal Pendidikan Agama Islam: Journal of Islamic Education 16, no. 2 (2020): 123–137. https://doi.org/10.14421/jpai.2020.162-01.

Muhammad Fauzan, “Kendala dan Solusi dalam Implementasi Pembelajaran Konstruktivistik di Madrasah,” Tafkir: Interdisciplinary Journal of Islamic Education 6, no. 2 (2023): 134–147. https://doi.org/10.31943/tafkir.v6i2.1190.

Muhammad Iqbal, “Simulasi dan Role-Playing sebagai Strategi Internaliasi Nilai dalam Pembelajaran PAI,” EduReligia: Jurnal Pendidikan Agama Islam 9, no. 1 (2023): 54–68. https://doi.org/10.21154/edureligia.v9i1.4310.

Muhammad Wildan, “Konstruktivisme dan Otonomi Belajar dalam Pendidikan Islam,” Jurnal Ilmiah Didaktika 21, no. 2 (2021): 149–165. https://doi.org/10.22373/jid.v21i2.9898.

Mulyadi, Ahmad, & Suharto, Rahmat. (2021). Pembelajaran konstruktivistik berbasis proyek dalam pelajaran akidah akhlak. Tarbiyah: Jurnal Pendidikan Islam, 9(1), 77–93. https://doi.org/10.30829/tarbiyah.v9i1.928

Nabila Hasyim, “Al-Ghazali on Reason and Revelation in Education,” Al-Tadzkiyyah: Jurnal Pendidikan Islam 13, no. 2 (2022): 155–169. https://doi.org/10.24042/atjpi.v13i2.11458.

Nasution, Sulaiman. (2022). Efektivitas pembelajaran PAI model ekspositorik dan dampaknya terhadap sikap religius siswa. Jurnal Pendidikan Agama Islam Indonesia, 10(2), 99–113. https://doi.org/10.32505/jpaii.v10i2.4820

Nurul Huda, “Islamic Constructivism: Integration of Religious Values in Active Learning,” Jurnal Pendidikan Agama Islam 21, no. 1 (2020): 88–101. https://doi.org/10.14421/jpai.2020.211-07.

Rini Puspita Sari, “Penguatan Akhlak Siswa Melalui Pembelajaran Aktif Berbasis Konstruktivisme di Madrasah,” EduReligia: Jurnal Pendidikan Agama Islam 9, no. 1 (2023): 87–101. https://doi.org/10.21154/edureligia.v9i1.4329.

Siregar, Muhammad Rizki, & Rahmatullah, Ahmad. (2023). Pengaruh pendekatan konstruktivisme terhadap kemampuan berpikir kritis siswa. Jurnal Pendidikan Islam Integratif, 7(1), 45–59. https://doi.org/10.24252/jpii.v7i1.3789

Siti Kurniawati, “Filsafat Pendidikan Konstruktivisme: Implikasinya terhadap Pendidikan Agama Islam,” Al-Tadzkiyyah: Jurnal Pendidikan Islam 13, no. 2 (2022): 203–218. https://doi.org/10.24042/atjpi.v13i2.11459.

Siti Maesaroh, “Project-Based Learning dalam Pendidikan Agama Islam untuk Meningkatkan Kompetensi Sosial Peserta Didik,” Tadris: Jurnal Pendidikan Islam 14, no. 2 (2022): 189–205. https://doi.org/10.19109/tadris.v14i2.10577.

Siti Muniroh, “Studi Kasus Penggunaan Pembelajaran Kontekstual pada Mata Pelajaran Fiqih: Meningkatkan Kemampuan Analisis Siswa,” Al-Tadzkiyyah: Jurnal Pendidikan Islam 11, no. 1 (2020): 89–103. https://doi.org/10.24042/atjpi.v11i1.7703.

Sulaiman, Ahmad. (2020). Krisis metode dalam pembelajaran PAI: Sebuah refleksi pedagogis. Jurnal Tarbiyatuna, 3(2), 140–158. https://doi.org/10.24235/tarbiyatuna.v3i2.1274

Syauky, A., & Walidin, W. (2025). KONSEP MALAKAH IBNU KHALDUN: ANALISIS SOSIO-PEDAGOGIS DAN RELEVANSINYA DALAM PENDIDIKAN HOLISTIK DI ERA MODERN. Journal Cerdas Mahasiswa, 7(1), 13-25.

Syauky, A., & Syabuddin, S. (2025). Significance of Tafsir Isyari Values in the Modern Era. Al-Shamela: Journal of Quranic and Hadith Studies, 3(1), 36-50.

Zainul Abidin, “Dialogical Approach in Teaching Islamic Values: A Constructivist Perspective,” Tafkir: Interdisciplinary Journal of Islamic Education 6, no. 1 (2023): 77–91. https://doi.org/10.31943/tafkir.v6i1.1122.

Zuhairini, Zuhairini, Hasan, Bambang, & Abdullah, Muhammad. (2021). Filsafat pendidikan Islam. Rajawali Pers.