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All Journal Kalam: Jurnal Agama dan Sosial Humaniora Al-Ilmiya: Jurnal Pendidikan Islam
Dedy Rizaldi
Pascasarjana UIN Ar-Raniry Banda Aceh
Religion Arts Humanities Social Sciences

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Hukum Tiga Tahap Perkembangan Intelektual Auguste Comte Dalam Perspektif Filsafat Pendidikan Dan Relevansinya Terhadap Pendidikan Agama Islam Dedy Rizaldi; Syamsul Rijal; Firdaus M. Yunus; Silahuddin
Kalam: Jurnal Agama dan Sosial Humaniora Vol. 14 No. 1 (2026): Agama dan Sosial Humaniora
Publisher : Lembaga Studi Agama dan Masyarakat Aceh (LSAMA)

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Abstract

This study aims to analyze the theory of the Law of Three Stages of intellectual development proposed by Auguste Comte namely the theological, metaphysical, and positive stages from the perspective of the philosophy of education, as well as its relevance to the development of Islamic Religious Education (PAI). The research employs a qualitative method with a library research approach. Data analysis techniques include content analysis and philosophical analysis of primary and secondary sources to produce a comprehensive understanding of the integration between scientific rationality and the spiritual dimension. The results of the study indicate that although Comte’s positivism contributes significantly to scientific methodology and the use of rationality and empiricism in modern education, this paradigm tends to reduce the spiritual and moral dimensions by viewing the theological stage as a phase that must be abandoned. In contrast, the perspective of Islamic education offers an integrative epistemology, in which knowledge is derived simultaneously from revelation, reason, and empirical experience.
Analisis Pendekatan Konstruktivisme dalam Pembelajaran Pendidikan Agama Islam Dedy Rizaldi
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 2 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (September)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

The constructivist approach offers a new paradigm in developing Islamic Religious Education (PAI) learning strategies oriented toward the active construction of meaning by students, in contrast to conventional models that tend to be dogmatic and teacher-centered. This library research aims to analyze the implementation of the constructivist approach in developing PAI learning strategies, including its characteristics, strategic models, impacts, challenges, and the synthesis of an ideal model. Primary data sources include accredited Sinta journal articles, dissertations, and textbooks published between 2021 and 2026, analyzed using content analysis with source triangulation to ensure data validity. The findings indicate that the implementation of constructivism in PAI encompasses several learning models, including Problem-Based Learning, Cooperative Learning, Project-Based Learning, and Inquiry Learning, which have been proven to enhance students' critical thinking skills, learning motivation, value internalization, and academic achievement. However, the main challenges include teacher readiness, time constraints, and the lack of constructivist learning media. The synthesis of the ideal model integrates three principles (constructive, proactive, exemplary) within the exploration-restructurization-application cycle, with the teacher's roles as facilitator, mediator, and model. This study recommends teacher training, the development of constructivist modules, and curriculum redesign based on the constructivist approach.
Co-Authors Firdaus M. Yunus Silahuddin Silahuddin Syamsul Rijal