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All Journal Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Jurnal Studi Sosial Keagamaan Syekh Nurjati
Intan Wardatul Karimah
Universitas Pendidikan Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALYSIS OF CONSTRUCTIVIST FOUNDATIONS IN THE GROUP INVESTIGATION LEARNING MODEL AND ITS RELEVANCE TO ISLAMIC RELIGIOUS EDUCATION Intan Wardatul Karimah; Syahidin Syahidin; Zakia Fitri Nabila; Muhammad Sulaiman
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i2.8382

Abstract

Islamic Religious Education (IRE) in the 21st century faces significant challenges in adapting to technological advancements and demands for student centered, active learning approaches. Traditional teacher centered methods remain dominant, limiting students’ opportunities to develop critical thinking, collaboration, and reflective skills. Thile existing literature has examined cooperative learning broadly, scholarship specifically analyzing the Group Investigation (GI) model’s constructivist foundations within IRE contexts remains limited. This study aims to analyze the constructivist foundations of the GI model and examine its relevance to IRE instruction. Using a qualitative library research method, this study reviewed book, journals, and academic articles from Scopus, Google Scholar, and DOAJ databases through descriptive analytical methods. The findings demonstrate that the GI represents a concrete application of social constructivism, emphasizing learners’ active roles in constructing knowledge through collaborative investigation. Most significantly, the study reveals that Islamic ethical principles such as ta’awun, ukhuwah, and musyawarah do not merely coexist with constructivist pedagogy but actively enhances learning outcomes, develops 4C skills (Critical Thinking, Communication, Collaboration, Creativity), and facilitates internalization of Islamic values. Theoretically, this study demonstrates how constructivist pedagogy can be successfully integrated with Islamic education frameworks. Practically, it aligns with Kurikulum Merdeka principles promoting active, participatory, and meaningful learning.
Tarbawi Values in QS. at-Taubah:122 as the Foundation of Islamic Educational Objectives Intan Wardatul Karimah; Cucu Surahman; Elan Sumarna; Zakia Fitri Nabila
Jurnal Studi Sosial Keagamaan Syekh Nurjati Vol 5 No 2 (2025)
Publisher : Rumah Moderasi Beragama of UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sejati.v5i2.138

Abstract

This study analyzes QS. at-Taubah verse 122 through a tafsir tarbawi approach to identify its relevance to the objectives of Islamic education. Unlike previous studies that focused on partial aspects such as the obligation to seek knowledge or teacher professionalism, this research offers a comprehensive framework that interprets the verse as a conceptual foundation of Islamic education. Using a qualitative descriptive method with a library research design, the study examines classical and contemporary tafsir sources (At-Tabari, Al-Qurthubi, Ibn Katsir, Al-Maraghi, Al-Munir, Al-Azhar) and cross referencing them with modern Islamic education literature. Data were thematically analyzed to identifytarbawi values that inform the purpose and direction of Islamic education. The findings identify five main pillars of Islamic educational goals: (1) specialization of knowledge (thaifah), (2) deep understanding of religion (tafaqquh fid-din), (3) social responsibility (tandzir), (4) moral and behavioral transformation (tahdzir), and (5) intergenerational knowledge transmission. These pillars establish an integrated and transformative vision of Islamic education system that harmonizes cognitive, moral, and spiritual dimensions. The findings offer a fresh interpretive contribution to contemporary discussions on Islamic educational objectives and their alignment with concepts such as lifelong learning and character education.
Co-Authors Cucu Surahman Elan Sumarna Muhammad Sulaiman Syahidin Zakia Fitri Nabila Zakia Fitri Nabila