Analysis of the Learning Design Concept of Islamic Religious Education from the Perspective of Constructivist Theory
DOI:
https://doi.org/10.67899/at-talim.v3i1.832Keywords:
Analysis Concept, Learning Design, Islamic Religious Education, Constructivist Theory PerspectiveAbstract
This study analyzes the concept of Islamic Religious Education (IRE) learning design from the perspective of constructivist theory. The study aims to synthesize recent scholarship on how constructivist principles can be translated into coherent IRE planning, implementation, learning experiences, and assessment. A qualitative literature study was employed using books, journal articles, and relevant academic documents, with data analyzed through reduction, thematic presentation, comparison, and conclusion drawing. The findings indicate that constructivist IRE is best understood through five interconnected dimensions: students as active constructors of religious understanding; teachers as facilitators, guides, motivators, and role models; authentic experiences as resources for contextual meaning-making; collaborative and reflective learning as mechanisms for knowledge construction; and authentic assessment across cognitive, affective, and psychomotor domains. The novelty of the study lies in integrating these dimensions into a single learning-design architecture in which experience, interaction, reflection, application, and assessment operate as a continuous cycle while remaining guided by authoritative Islamic sources. The model positions constructivism not as unrestricted relativism but as guided construction of understanding within the normative and ethical purposes of Islamic education
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