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Ahyar Ahyar
Institut Agama Islam Negeri (IAIN) Mataram
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Journal : Empiricism Journal

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Menggagas Model Student-Centered Learning dalam Pembelajaran PAI di Pesantren Lombok Utara Paridi, Paridi; Muhammad, Muhammad; Ahyar, Ahyar
Empiricism Journal Vol. 6 No. 3: September 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mt0a5x85

Abstract

Pesantren di Lombok Utara memiliki peran strategis dalam pembentukan karakter, moralitas, dan identitas keislaman masyarakat Sasak. Namun, hingga kini sistem pembelajarannya masih didominasi pendekatan teacher-centered, sementara penerapan Student-Centered Learning (SCL) dalam konteks pesantren belum banyak dikaji secara sistematis. Sebagian besar penelitian terdahulu berfokus pada madrasah atau sekolah umum, tanpa menelaah integrasi pedagogi modern dengan tradisi keilmuan Islam klasik (turats). Kesenjangan ini menunjukkan adanya kebutuhan akan model konseptual yang mampu menjembatani tradisi pesantren dengan tuntutan kompetensi abad ke-21.Penelitian ini menggunakan pendekatan konseptual kritis dengan metode telaah pustaka sistematis terhadap 32 sumber ilmiah nasional dan internasional. Sintesis teori dilakukan melalui triangulasi teori, yang melibatkan konstruktivisme, teori kognitif sosial, dan filsafat pendidikan Islam; serta triangulasi empiris dan kontekstual berdasarkan studi implementasi SCL di madrasah dan pesantren Indonesia. Proses analisis dilakukan secara deduktif-komparatif untuk mengidentifikasi pola kesesuaian dan peluang adaptasi model pembelajaran.Hasil penelitian menghasilkan empat model konseptual integratif, yaitu, Blended Learning Pesantren, Problem-Based Learning Islami (PBL-I), Peer Teaching Terstruktur, dan Proyek Sosial Keagamaan (Service Learning Islami). Keempat model ini dirancang untuk memperkuat keterlibatan aktif, kolaborasi sosial, serta refleksi spiritual santri dengan tetap berlandaskan nilai-nilai pesantren. Validasi argumentatif menunjukkan bahwa model SCL-Pesantren memiliki konsistensi teoritis, relevansi empiris, dan potensi implementatif tinggi dalam konteks pendidikan Islam lokal.Penelitian ini menutup celah akademik dalam studi integrasi pedagogi Islam dan SCL, sekaligus memberikan kerangka konseptual berbasis bukti (evidence-based conceptual framework) untuk pengembangan kurikulum pesantren yang adaptif terhadap tantangan era digital dan pembelajaran abad ke-21. Gagging a Student-Centered Learning Model in Islamic Education Learning at Islamic Boarding Schools in North Lombok Abstract Islamic boarding schools in North Lombok have a strategic role in shaping the character, morality, and Islamic identity of the Sasak community. However, until now, the learning system is still dominated by a teacher-centered approach, while the application of Student-Centered Learning (SCL) in the context of pesantren has not been studied systematically. Most previous research has focused on madrassas or public schools, without examining the integration of modern pedagogy with classical Islamic scientific traditions (turats). This gap shows the need for a conceptual model that is able to bridge the tradition of pesantren with the demands of 21st century competencies. This study uses a critical conceptual approach with a systematic literature review method on 32 national and international scientific sources. The synthesis of theories is carried out through theoretical triangulation, which involves constructivism, social cognitive theory, and Islamic philosophy of education; and empirical and contextual triangulation based on SCL implementation studies in Indonesian madrassas and Islamic boarding schools. The analysis process was carried out in a deductive-comparative manner to identify patterns of suitability and opportunities for adaptation of the learning model. The results of the research produced four integrative conceptual models, namely, Blended Learning Islamic Boarding School, Islamic Problem-Based Learning (PBL-I), Structured Peer Teaching, and Socio-Religious Project (Islamic Service Learning). These four models are designed to strengthen active involvement, social collaboration, and spiritual reflection of students while still being based on pesantren values. Argumentative validation shows that the SCL-Pesantren model has theoretical consistency, empirical relevance, and high implementability potential in the context of local Islamic education. This research closes the academic gap in the study of the integration of Islamic pedagogy and SCL, while providing an evidence-based conceptual framework for the development of Islamic boarding school curricula that are adaptive to the challenges of the digital era and 21st century learning.
Pendidikan Agama Islam Berwawasan Global Sebagai Paradigma Respon Terhadap Globalisasi Dan Digitalisasi Juliadi, Juliadi; Muhammad, Muhammad; Ahyar, Ahyar
Empiricism Journal Vol. 6 No. 3: September 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/hngvpx30

Abstract

Penelitian ini bertujuan merumuskan paradigma Pendidikan Agama Islam (PAI) berwawasan global-transformatif yang mengintegrasikan spiritualitas kontekstual, literasi digital etis, dan kompetensi reflektif. Studi terdahulu menunjukkan tiga keterbatasan utama: (1) fokus normatif pada pelestarian nilai tanpa refleksi adaptif, (2) adopsi teknologi tanpa kajian etis dan spiritual, dan (3) fragmentasi antara kajian nilai dan kompetensi global, sehingga belum ada model konseptual yang menghubungkan ketiga ranah tersebut secara simultan. Penelitian ini mengisi research gap tersebut dengan menawarkan kerangka konseptual yang memandang PAI sebagai ruang dialektika antara nilai keislaman, teknologi, dan keterampilan berpikir kritis, bukan sebagai entitas terpisah. Analisis literatur primer dan sekunder (2019–2024) menunjukkan bahwa integrasi teknologi digital dalam pembelajaran PAI, pembaruan kurikulum abad ke-21, dan dampak globalisasi terhadap identitas keislaman generasi muda masih jarang dikaitkan dengan dimensi reflektif-spiritual secara sistemik. Paradigma global-transformatif yang diusulkan memperluas wacana epistemologi pendidikan Islam dengan menegaskan literasi digital sebagai bagian integral dari integrasi ilmu dan nilai, sekaligus menawarkan arah praktis bagi pengembangan kurikulum dan strategi pembelajaran yang adaptif, etis, dan kontekstual. Temuan ini memiliki implikasi teoretis bagi kerangka akademik PAI dan implikasi praktis bagi guru, lembaga pendidikan, serta kebijakan pendidikan Islam di era Society 5.0. Global-Minded Islamic Religious Education as a Response Paradigm to Globalization and Digitalization Abstract This study aims to formulate a global-transformative paradigm for Islamic Religious Education (PAI) that integrates contextualized spirituality, ethical digital literacy, and reflective competence. Previous studies reveal three main limitations: (1) a normative focus on preserving values without adaptive reflection, (2) the adoption of technology without ethical and spiritual considerations, and (3) fragmentation between value studies and global competence, leaving a gap in conceptual models that simultaneously link these three domains. This research addresses this research gap by proposing a conceptual framework that views PAI as a dialectical space where Islamic values, technology, and critical thinking skills mutually shape one another, rather than functioning as separate entities. Analysis of primary and secondary literature (2019–2024) indicates that the integration of digital technology in PAI, 21st-century curriculum updates, and the impact of globalization on Islamic identity are rarely connected to reflective-spiritual dimensions systematically. The proposed global-transformative paradigm extends the discourse on Islamic educational epistemology by positioning digital literacy as an integral part of the integration between knowledge and values, while also offering practical guidance for curriculum development and adaptive, ethical, and contextual teaching strategies. These findings have theoretical implications for academic frameworks in PAI and practical implications for teachers, educational institutions, and Islamic education policy in the era of Society 5.0.
Co-Authors - Afrizal Abd. Haris Abdullah, Subhan Abza, M. Thohar Al Adam Malik Agustinasari Agustinasari Akhwan Mashudi Alfatih, Muhammad`` Anas, Norazmi Anggriani, Yayan Arif Rahman Hakim Asa nur Safitri Batubara, Nadia Chairy Berutu, Syanti Laura Cahyani, Ari Destriafiani, Mellysa Fadhilah, Janatun Fahrudin Fahrudin Fattah, Ammar Abdul Fauziah, Arum Fitri, Raya Idul H, Hadian Pratama Hairunisa, Anis halim, sahril Hendra Yulia Rahman, Hendra Yulia Hendrawansyah, Hendrawansyah Heni Pujiastuti Hery Widijanto Ibrahim, Abdullah Ida Ayu Putu Sri Widnyani Idrus, S. Ali Jadid Ilyas Ilyas Ita Fitriati Joko Setyono juliadi, juliadi Khairunnisah Khairunnisah Khan, Shabeer Kharismafullah Kharismafullah Lukman Hakim Mirasari, Titi Mokhtar, Wan Khairul Aiman Wan Muhammad Abduh Muhammad Muhammad Muktakin, Islahul Muslih Muslih Muslim Muslim Nabila, Ghina Ningsih, Wirda Nofaizzi, Mafrur Udif Nur Fitrianingsih Nurfidari Nurhasanah Nurhasanah Nurrahmah Nurrahmah, Nurrahmah NURUL HIDAYAH Nurul Yakin Paridi, Paridi Ramli Ramli Raniasa Putra Ratnasari, Iis Sa'ban, Faisal Safitri, Asa Nur Safitri, Yolanda Saidaturrahmah, Saidaturrahmah Samosir, Hasrat Efendi Saparudin Saparudin Satriawan Satriawan, Satriawan Sayekti, Imam Septiyaningsih, Rina Shutan Fitrah Arthadi Sihkabuden Sihkabuden, Sihkabuden Siti Rahmawati Subki, Subki Syafruddin Syafruddin Syahraini Putri Syaoki, Muhammad Syarif Hidayatullah Syarifuddin Syarifuddin Syarifudin Syarifudin Syarifudin Syarifudin Tanjung, Sapna Thohri , Muhammad Utomo, Agung Panji Wahyudin Wahyudin Yerry Soepriyanto Yusnadi, Yusnadi