Deep Learning dalam PAI: Menjembatani Pemahaman dan Praktik Keagamaan Siswa
DOI:
https://doi.org/10.32832/jpg.v7i3.24513Abstract
Abstrak
Pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) masih menghadapi kesenjangan antara penguasaan pengetahuan keagamaan dan konsistensi praktik siswa. Penelitian ini bertujuan menganalisis bagaimana prinsip deep learning pedagogis—mindful, meaningful, dan joyful learning—diterapkan dalam PAI-BP serta mekanisme kontribusinya terhadap pemahaman dan praktik keagamaan siswa. Penelitian menggunakan studi kasus kualitatif berpendekatan fenomenologis di SMP Al-Ihya Kuningan. Data dihimpun melalui observasi partisipatif, wawancara terbuka dengan unsur kurikulum, dua guru PAI-BP, dan siswa, serta analisis dokumen pembelajaran; keabsahan diperkuat melalui triangulasi sumber, teknik, dan waktu. Temuan menunjukkan pemahaman siswa terstratifikasi pada kategori paham dalam (35%), sedang berkembang (45%), dan masih pemula (20%). Kelas yang menerapkan pembelajaran berbasis fenomena, pertanyaan reflektif, proyek sosial, jurnal refleksi, dan penilaian autentik menunjukkan pemahaman lebih kontekstual serta kecenderungan motivasi ibadah yang lebih intrinsik. Sebaliknya, pembelajaran dominan ceramah-hafalan berkaitan dengan pemahaman fragmentaris dan kepatuhan yang lebih eksternal. Kebaruan penelitian terletak pada temuan bahwa budi pekerti berfungsi sebagai jembatan mediasi antara pemahaman dan praktik, sedangkan kapasitas guru menjadi kondisi penentu implementasi.
Kata kunci: deep learning; pendidikan agama Islam; pemahaman keagamaan; praktik keagamaan; budi pekerti.
Abstract
Islamic Religious Education and Character Education (PAI-BP) continue to face a gap between students’ religious knowledge and the consistency of their religious practices. This study analyzes how pedagogical deep learning—mindful, meaningful, and joyful learning—is implemented in PAI-BP and how it contributes to students’ religious understanding and practice. A qualitative case study with a phenomenological orientation was conducted at SMP Al-Ihya Kuningan, Indonesia. Data were collected through participatory observation, open-ended interviews with curriculum leadership, two PAI-BP teachers, and students, and analysis of learning documents; credibility was strengthened through source, technique, and time triangulation. Findings indicate three levels of religious understanding: deep understanding (35%), developing (45%), and beginner (20%). Classes using phenomenon-based learning, reflective questioning, social-action projects, reflection journals, and authentic assessment demonstrated more contextual understanding and stronger tendencies toward intrinsic religious motivation. In contrast, lecture-and-memorization-dominated instruction was associated with fragmented understanding and more externally regulated compliance. The study’s novelty lies in identifying character education as a mediating bridge between understanding and practice, while teacher capacity functions as a critical implementation condition. These findings support a triadic model linking understanding, character, and practice in transformative PAI-BP learning.
Keywords: deep learning; Islamic religious education; religious understanding; religious practice; character education.
References
Aminuddin, A., & Wahidin, K. (2021). Metode pendidikan karakter Al-Ghazali dalam kitab Ayyuhal Walad. Edukatif: Jurnal Ilmu Pendidikan, 4(1), 195–200. https://doi.org/10.31004/edukatif.v4i1.1799
Amirudin, J., Suhartini, A., Basri, H., & Rohimah, E. (2025). Pesantren dan pendidikan karakter di Pondok Pesantren Khalaf. Jurnal Pendidikan dan Konseling Islam, 4(1), 1–15.
Anam, K., & Nizar, S. (2022). Culturally responsive character education: Integrasi nilai universal dan kearifan lokal di Indonesia. Jurnal Pendidikan Karakter, 12(2), 156–178.
Arisanti, A. K. K. (2024). Internalization of Al-Ghazali’s theology in shaping santri character: Analysis study of the Tarbiyatus Salafiyah Islamic Boarding School in Probolinggo. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam, 9(2), 387–408. https://doi.org/10.24235/tarbawi.v9i2.18920
Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement. Communication Theory, 18(2), 255–280.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications.
Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–45.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Darmawan, D., & Rawita, I. S. (2020). Penanaman nilai-nilai nasionalis pada warga belajar kejar paket C. Journal of Nonformal Education and Community Empowerment, 4(1), 83–87.
Green, M. C. (2004). Transportation into narrative worlds: The role of prior knowledge and perceived realism. Discourse Processes, 38(2), 247–266.
Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701–721.
Istiani, N., & Athoillah, A. (2020). Efektivitas pendidikan karakter melalui metode storytelling. Edugama: Jurnal Kependidikan dan Sosial Keagamaan, 6(2), 45–56.
Khaidir, E., & Suud, F. M. (2020). Islamic education in forming students’ characters at As-Shofa Islamic High School, Pekanbaru Riau. International Journal of Islamic Educational Psychology, 1(1), 50–63.
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.
Kusuma, A. S., & Hamzah, H. (2019). Pengaruh metode storytelling terhadap pembentukan karakter siswa. Jurnal Pendidikan Karakter, 9(2), 215–228.
Kuswandi, D. (2023). Model differentiated character instruction dalam implementasi Kurikulum Merdeka. Jurnal Pendidikan Karakter, 13(2), 201–225.
Kuswandi, D., & Arifin, Z. (2022). Experiential character learning cycle: Adaptasi siklus Kolb dengan dimensi spiritual dalam pendidikan pesantren. Jurnal Pendidikan Karakter, 12(2), 289–312.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Kogan Page.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Rukayah, S., Sabir, A., & Rahmadani, S. (2024). Peningkatan pendidikan karakter melalui metode storytelling yang disesuaikan dengan karakteristik peserta didik. Jurnal Pendidikan dan Pengembangan Masyarakat, 11(2), 40–55.
Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). SAGE Publications.
Syaidah, S., & Afrizal, B. (2024). Implementasi metode storytelling untuk menanamkan nilai kejujuran dalam pembelajaran Pendidikan Agama Islam. Atthullab: Jurnal Pendidikan Agama Islam, 1(1), 1–12.
Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–186.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Triwoelandari, T., Alfaein, A., & Aulia, A. (2024). Model pendidikan karakter di pesantren modern: Integrasi nilai-nilai agama dan prinsip-prinsip pendidikan karakter. Jurnal Pendidikan Islam, 15(2), 40–55.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ade Muhammad Syafaat, Iim Suryahim, Edi Riyadi, Ihsan Nulyaman, Saepudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors grant the journal copyright of the work licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
