Analysis of the Learning Design Concept of Islamic Religious Education from the Perspective of Constructivist Theory

Abstract

This study is motivated by the importance of instructional design that enhances active student engagement in Islamic Religious Education (PAI) learning. Based on this background, the focus of this research is the analysis of the concept of PAI instructional design from the perspective of constructivist theory. The purpose of this study is to analyze the concept of PAI instructional design in the framework of constructivism. The research method used is qualitative with a literature study approach. Data were obtained from various sources, including books, scientific journals, and documents related to PAI instructional design and constructivist theory. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results show that the concept of PAI instructional design from a constructivist perspective is implemented holistically and is reflected in five indicators: 1) Principles of Constructivism in PAI Learning: learning positions students as active subjects who build understanding through experience, interaction, and reflection; 2) The Role of Students in PAI Learning: students actively understand and apply Islamic values in daily life; 3) The Role of Teachers in PAI Learning: teachers act as guides, role models, and facilitators in the learning process; 4) Use of Real Experiences: learning involves direct experiences to make it more meaningful and relevant to students' lives; 5) PAI Learning Assessment: assessment is conducted comprehensively on cognitive, affective, and psychomotor aspects through various evaluation forms