Rekonstruksi Teori Pendidikan Kontemporer dalam Pengembangan Pembelajaran Pendidikan Agama Islam

Abstract

The development of contemporary educational theories requires Islamic Religious Education (PAI) to respond to changes in pedagogy, technology, learner characteristics, and social dynamics while maintaining Islamic values and identity. This study aims to analyze contemporary educational theories relevant to PAI learning, reinterpret their principles from the perspective of Islamic epistemology and educational aims, and formulate a conceptual framework for their reconstruction. The study employs a qualitative library-research design with critical-interpretive analysis of scholarly literature on constructivism, humanism, transformative learning, digital pedagogy, inclusive education, and Islamic educational epistemology. Data were examined through identification, screening, mapping, coding, cross-text comparison, and reconstructive synthesis. The analysis identifies five interrelated patterns: the learner as an active constructor of knowledge, the reconfiguration of the teacher as facilitator and mentor, epistemological reinterpretation, contextualization of pedagogy, and tensions between contemporary paradigms and conventional practice. The study further develops a three-layer reconstruction model consisting of pedagogical selection, epistemological reinterpretation, and praxis contextualization. The model positions contemporary theories as sources of pedagogical possibilities, Islamic epistemology as a meaning-giving and filtering orientation, and learning contexts as the arena of implementation. The contribution of the study lies in providing a conceptual bridge between contemporary pedagogy and the epistemic purposes of Islamic education.