Jean Piaget's Constructivism in Islamic Religious Education

Abstract

Islamic Religious Education (PAI) learning in Indonesia continues to develop so that it is effective and relevant to the needs of the times. The priority of the PAI learning approach is to help students understand, internalize, and apply values ​​in everyday life. Jean Piaget's constructivist theory is an approach that is relevant to the phenomenon of PAI learning development. This study examines the relevance of Jean Piaget's constructivist philosophy to PAI in Indonesia. This study is a literature review that explores Piaget's constructivist concepts and their implementation in PAI using the Systematic Literature Review (SLR) method, which involves three stages: planning, execution, and reporting. The findings indicate that Piaget's constructivist principles can be adapted in PAI in several ways: religious knowledge is actively and independently constructed by students, the focus in PAI is on the process rather than the outcome, PAI is student-centered, Islamic religious educators act as facilitators, a supportive environment for knowledge construction is built, and appropriate language is used in the material delivery process. The application of these principles in PAI can make students more active, creative, independent, critical, and innovative in their learning. Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di Indonesia terus berkembang agar efektif dan relevan dengan kebutuhan zaman. Prioritas pendekatan pembelajaran PAI membawa peserta didik memahami, menginternalisasi, dan menerapkan nilai-nilai dalam kehidupan sehari-hari. Teori konstruktivisme Jean Piaget sebagai salah satu pendekatan relevan dengan fenomena perkembangan pembelajaran PAI. Penelitian ini mengkaji relevansi pemikiran filsafat konstruktivisme Jean Piaget bagi PAI di Indonesia. Penelitian ini merupakan penelitian kepustakaan yang mengkaji konsep konstruktivisme Jean Piaget dan implementasinya dalam PAI dengan menggunakan metode Systematic Literature Review (SLR) yang melibatkan tiga tahapan: perencanaan, pelaksanaan, dan pelaporan. Hasil penelitian menunjukkan bahwa prinsip-prinsip konstruktivisme Jean Piaget dapat diadaptasi dalam PAI melalui beberapa cara, antara lain: pengetahuan tentang agama Islam dibangun secara aktif dan mandiri oleh peserta didik, menekankan proses dalam PAI daripada hasil, PAI berpusat pada peserta didik, pendidik agama Islam diposisikan sebagai fasilitator, membangun lingkungan yang mendukung konstruk pengetahuan, dan penggunaan bahasa yang tepat dalam penyampaian materi. Penerapan prinsip-prinsip ini dalam pembelajaran PAI dapat membuat peserta didik lebih aktif, kreatif, mandiri, kritis, dan inovatif dalam belajar.