Urgensi Pendekatan Pembelajaran Konstruktivistik dan Kaitannya Dengan Pemahaman Konseptual dan Keterampilan Praktis Belajar Siswa
DOI:
https://doi.org/10.64464/tarbiyah.v5i1.263Kata Kunci:
Pembelajaran Konstruktivistik, Pemahaman Konseptual, Keterampilan Praktis Belajar Siswa
Abstrak
Pendekatan pembelajaran konvensional yang berpusat pada guru menghasilkan pemahaman konseptual yang dangkal dan keterampilan praktis siswa yang belum berkembang optimal. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan terhadap sumber primer berupa karya teoretis Piaget, Vygotsky, dan Woolfolk, serta sumber sekunder dari jurnal-jurnal ilmiah terkait pembelajaran konstruktivistik. Kajian ini menghasilkan sintesis baru berupa adaptasi pembelajaran konstruktivistik dalam konteks nilai-nilai Islam melalui: (1) dimensi epistemologis yang mengintegrasikan konstruksi pengetahuan dengan nilai tauhid dan akhlak, (2) dimensi metodologis yang menghubungkan metode konstruktivistik dengan tradisi munazarah, halaqah, dan tadabbur, (3) dimensi aksiologis yang mengarahkan pembelajaran pada pembentukan karakter dan spiritualitas, dan (4) dimensi pedagogis yang menempatkan guru sebagai murabbi dan uswatun hasanah. Implementasi pembelajaran konstruktivistik menuntut transformasi peran guru dari pusat informasi menjadi fasilitator dan pembimbing belajar dengan evaluasi formatif yang menilai proses dan hasil belajar secara holistik.
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