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All Journal Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Zakia Fitri Nabila
Universitas Pendidikan Indonesia
Religion Education 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.
The Dilemma of Adaptive Inclusion: Implementation and Evaluation of Adaptive Islamic Religious Education Learning for Students with Learning Delays Zakia Fitri Nabila; Syahidin Syahidin; Nurti Budiyanti
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i03.2147

Abstract

Inclusive education requires instructional practices that ensure meaningful participation for students with diverse learning needs. Yet, limited research examines how adaptive Islamic Religious Education (IRE) is implemented and evaluated in mainstream classrooms for students with learning delays. This study investigates the implementation and evaluation of adaptive IRE, including the factors that support and inhibit its implementation, at a public junior high school in Bandung City. Grounded in the literature on inclusive religious education and adaptive pedagogy, the study used a qualitative single-case design. Data came from semi-structured interviews with two Islamic Religious Education teachers, classroom observations in eight Grade VII and Grade VIII classes, and documentary analysis of Capaian Pembelajaran (CP), Alur Tujuan Pembelajaran (ATP), teaching modules, and assessment documents. The analysis followed the interactive model of Miles, Huberman, and Saldaña, employing methodological triangulation. Adaptive instruction was implemented mainly through teachers' responsive classroom practices rather than formally differentiated curriculum planning. Evaluation combined standardized written assessments with continuous classroom-based judgments of students' participation, learning effort, and affective development. Teachers' professional commitment and collaboration supported adaptive learning, whereas limited diagnostic information, standardized curriculum documents, the absence of Special Assistant Teachers, and restricted instructional time constrained it. These findings reflect the dynamics of a single case at one public junior high school and should be read as context-specific. Even so, the study extends the adaptive and inclusive education literature by strengthening adaptive Islamic Religious Education through the integration of diagnostic assessment, responsive pedagogy, continuous evaluation, and institutional support
Co-Authors Intan Wardatul Karimah Muhammad Sulaiman Nurti Budiyanti Syahidin