RECONSTRUCTING ISLAMIC RELIGIOUS EDUCATION PEDAGOGY BASED ON DEMOCRACY AND MULTICULTURALISM THROUGH CRITICAL-COLLABORATIVE LEARNING IN HIGH SCHOOL

Abstract

Social change and the complexity of societal diversity require that Islamic Religious Education (PAI) learning not only be oriented towards mastering religious doctrines, but also towards developing a dialogical, inclusive, and democratic learning space. This qualitative research using library research aims to redefine and reconstruct PAI pedagogy based on democracy and multiculturalism through critical-collaborative learning in high schools. Data were obtained through a literature search in the databases of Google Scholar, Scopus, DOAJ, and Garuda Kemdikbud, by selecting 17 relevant sources from 142 identified records for analysis using content analysis, critical analysis, and conceptual synthesis techniques. The results show that the reconstruction of PAI pedagogy based on democracy and multiculturalism is realized through five main stages of syntax, namely democratic awareness, multicultural inquiry, collaborative dialogue, reflective engagement, and transformative action. These five stages of syntax position students as active subjects in constructing religious understanding through dialogue, critical reflection, and social collaboration. The novelty of this research lies in the integration of the principles of democracy, multiculturalism, and critical-collaborative learning into a systematic Islamic Religious Education (PAI) pedagogical framework. The main conclusion of the research confirms that this reconstruction expands the development of Islamic Religious Education (PAI) pedagogy that is more inclusive, humanistic, and responsive to the dynamics of contemporary multicultural society. ABSTRAK Perubahan sosial dan kompleksitas keanekaragaman masyarakat menuntut pembelajaran Pendidikan Agama Islam (PAI) tidak hanya berorientasi pada penguasaan doktrin keagamaan, melainkan juga pengembangan ruang belajar yang dialogis, inklusif, dan demokratis. Penelitian kualitatif metode studi kepustakaan (library research) ini bertujuan meredefinisi dan merekonstruksi pedagogi PAI berbasis demokrasi dan multikulturalisme melalui pembelajaran kritis-kolaboratif di Sekolah Menengah Atas. Data diperoleh melalui pencarian literatur pada basis data Google Scholar, Scopus, DOAJ, dan Garuda Kemdikbud, dengan memilih 17 sumber relevan dari 142 rekaman teridentifikasi untuk dianalisis menggunakan teknik analisis isi (content analysis), analisis kritis, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa rekonstruksi pedagogi PAI berbasis demokrasi dan multikulturalisme terwujud melalui lima tahapan sintaks utama, yaitu kesadaran demokratis (democratic awareness), penelusuran multikultural (multicultural inquiry), dialog kolaboratif (collaborative dialogue), keterlibatan reflektif (reflective engagement), dan aksi transformatif (transformative action). Kelima tahapan sintaks tersebut menempatkan siswa sebagai subjek aktif dalam mengonstruksi pemahaman keagamaan melalui dialog, refleksi kritis, dan kolaborasi sosial. Kebaruan penelitian terletak pada pengintegrasian prinsip demokrasi, multikulturalisme, dan pembelajaran kritis-kolaboratif ke dalam satu kerangka pedagogis PAI yang sistematis. Simpulan utama penelitian menegaskan bahwa rekonstruksi ini memperluas pengembangan pedagogi PAI yang lebih inklusif, humanis, dan responsif terhadap dinamika masyarakat multikultural kontemporer.