Learning Strategies for Islamic Religious Education: Pedagogical Switching Between Mental Discipline and Constructivist Learning at Daarul Mansur Islamic Boarding School
DOI:
https://doi.org/10.59966/hmr8j149Keywords:
PAI Learning Observation, Islamic Education, Teaching Strategies, Constructivist Approach, Tauhid, Classroom PedagogyAbstract
Purpose – This study aims to investigate the implementation of Islamic Education (PAI) Tauhid learning strategies at Daarul Mansur Wanayasa Islamic Boarding School, addressing a critical gap in understanding how constructivist learning theory is applied in junior high school settings. The research seeks new insights into the effectiveness and dynamics of classroom learning strategies, contributing to a deeper understanding of learning theory application in Islamic educational institutions.
Design/Methodology/Approach – The study employs a qualitative approach, utilizing direct classroom observation as the primary methodology. Data were collected from a junior high school class consisting of 15 students during a 2 x 40-minute PAI Tauhid lesson. Observers documented teacher-student interactions, learning activities, and strategy implementation, and data were analyzed descriptively to identify the application of learning theories, particularly constructivism and mental discipline.
Findings – The results reveal that PAI Tauhid learning strategies integrate both mental discipline and constructivist approaches. Teacher-centered explanations reinforced knowledge, while group exercises and discussions promoted active student participation and cognitive development. These findings indicate that combining multiple learning theories can enhance student understanding and engagement, confirming the importance of adaptive teaching strategies in religious education.
Originality/Value – This research offers a novel perspective on the application of learning theories in Islamic boarding school contexts, providing valuable insights into how constructivist principles can be effectively integrated with traditional teaching methods. The study contributes to the advancement of educational practice in Islamic schooling and highlights implications for curriculum design, teacher training, and future research on effective pedagogical strategies.
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