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All Journal Jurnal Kajian Ilmu Pendidikan (JKIP) Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Meli Puspita
Universitas Islam Negeri Raden Fatah Palembang
Religion Education Social Sciences Other

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Reconceptualizing Non-Cognitive Skills as Drivers of 21ST Century Competencies in Islamic Education: A Literature-Based Analysis Helmi Handoko; Meli Puspita; Muhammad Sairozi
Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Vol. 18 No. 01 (2026): Cendekia March 2026
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v18i01.1319

Abstract

This study aims to reconceptualize non-cognitive skills as key drivers of 21st-century competencies by clarifying their definitions, analyzing their role in adaptive success, and formulating practical recommendations for Islamic Religious Education. This article contributes by offering a synthesized conceptual framework that positions non-cognitive skills as integrative drivers linking cognitive abilities and 4C competencies, addressing the conceptual fragmentation found in previous studies. This research employs a library research design with qualitative descriptive analysis. Data sources were selected based on relevance and credibility, including scholarly articles, policy documents, and prior studies. The analysis was conducted through thematic categorization and conceptual synthesis to identify key patterns and relationships. The findings indicate that non-cognitive skills encompassing intrapersonal aspects (motivation, resilience, self-regulation) and interpersonal aspects (communication, collaboration) serve as foundational enablers that optimize cognitive performance and support the development of 4C skills. The study also highlights their strategic role within the perspectives of Social Cognitive Theory and Human Capital Theory. The implications suggest that Islamic Religious Education should integrate non-cognitive skill development systematically into curriculum, pedagogy, and school culture. Practical recommendations include the implementation of Social-Emotional Learning, project-based learning, and growth mindset-oriented practices to enhance students’ character, adaptability, and holistic competencies in the 21st century.
Transformasi Pedagogis: Landasan Filosofis Dan Teoritis Dalam Pengembangan Model Pembelajaran Modern Meli Puspita; Leny Misdiyanti; Indah Wigati; Suhadi Suhadi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2211

Abstract

Transformasi pendidikan modern mencerminkan pergeseran paradigma dari transmisi pengetahuan ke konstruksi makna yang dinamis, kontekstual, dan berorientasi masa depan. Studi ini bertujuan untuk meneliti landasan filosofis dan teoretis dalam pengembangan model pembelajaran modern dan implikasinya terhadap praktik pendidikan kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan metode tinjauan pustaka, menganalisis 20 sumber akademis yang relevan, termasuk jurnal nasional dan internasional, buku-buku ilmiah, dan karya ilmiah lainnya. Analisis data dilakukan melalui analisis isi yang melibatkan reduksi data, pengkodean, kategorisasi, sintesis, dan penarikan kesimpulan. Temuan menunjukkan bahwa landasan filosofis pembelajaran modern berakar pada integrasi progresivisme, konstruktivisme, idealisme, realisme, dan pragmatisme, yang menekankan pengalaman, nilai, dan realitas sebagai inti pembelajaran. Sementara itu, landasan teoretis didukung oleh teori behaviorisme, kognitivisme, dan pembelajaran sosial yang menyoroti aktivitas mental, interaksi, dan penguatan perilaku. Secara pedagogis, pembelajaran modern diimplementasikan melalui pendekatan inovatif seperti pembelajaran berbasis proyek, berbasis masalah, dan pembelajaran penemuan, yang mendorong keterampilan berpikir tingkat tinggi. Integrasi teknologi melalui pembelajaran digital dan blended learning meningkatkan fleksibilitas dan adaptabilitas dalam proses pembelajaran. Secara keseluruhan, model pembelajaran modern mewakili sistem holistik, inovatif, dan relevan yang secara efektif mendukung pengembangan potensi peserta didik secara komprehensif.
Co-Authors Helmi Handoko Indah Wigati Leny Misdiyanti Muhammad Sairozi Suhadi, Suhadi