AKTUALISASI TEORI BELAJAR KOGNITIF DALAM PENDIDIKAN AGAMA ISLAM PADA KURIKULUM MERDEKA: TINJAUAN KONSEPTUAL DAN IMPLIKATIF
DOI:
https://doi.org/10.35719/adabiyah.v5i2.923Keywords:
Teori Kognitif, Kurikulum Merdeka, Pendidikan Agama Islam, Pembelajaran Transformatif, Desain InstruksionalAbstract
Artikel ini mengkaji aktualisasi teori belajar kognitif dalam pembelajaran Pendidikan Agama Islam (PAI) pada Kurikulum Merdeka secara konseptual dan implikatif. Teori-teori kognitif dari Jean Piaget, Lev Vygotsky, dan Robert M. Gagné dianalisis untuk melihat relevansi dan penerapannya dalam desain instruksional PAI yang adaptif, kolaboratif, dan kontekstual. Pendekatan penelitian yang digunakan adalah kualitatif-deskriptif dengan metode studi pustaka. Hasil kajian menunjukkan bahwa integrasi ketiga teori tersebut dapat memperkuat pembelajaran PAI yang tidak hanya bersifat informatif, tetapi juga transformatif—menumbuhkan kemampuan berpikir kritis, reflektif, dan internalisasi nilai-nilai Islam secara bermakna. Dalam kerangka Kurikulum Merdeka, teori belajar kognitif berperan strategis dalam mendukung pembelajaran berdiferensiasi, berbasis proyek, serta penguatan karakter spiritual dan intelektual peserta didik. Artikel ini diharapkan menjadi kontribusi konseptual dalam pengembangan pedagogi PAI yang relevan dengan tantangan pendidikan abad ke-21.
This article conceptually and implicatively explores the actualization of cognitive learning theories in Islamic Religious Education (PAI) within the framework of the Merdeka Curriculum. Cognitive theories by Jean Piaget, Lev Vygotsky, and Robert M. Gagné are analyzed to examine their relevance and application in designing adaptive, collaborative, and contextual instructional models for PAI. The research employs a qualitative-descriptive approach through a literature review method. The findings indicate that integrating these theories can enhance PAI learning to be not only informative but also transformative—fostering critical thinking, reflection, and meaningful internalization of Islamic values. Within the Merdeka Curriculum framework, cognitive learning theories play a strategic role in supporting differentiated, project-based learning and in strengthening students’ spiritual and intellectual character. This article aims to contribute conceptually to the development of PAI pedagogy in response to the challenges of 21st-century education.
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