TEORI BELAJAR BEHAVIORISME

Abstract

This study aims to examine the relevance and implications of constructivist learning theory for Islamic Religious Education (Pendidikan Agama Islam/PAI) within the context of contemporary Islamic educational institutions. Constructivism positions learners as active agents who construct knowledge through experience, interaction, and reflection, rather than as passive recipients of information. This paradigm is methodologically aligned with the objectives of PAI, particularly in fostering meaningful internalization of Islamic values beyond cognitive memorization. The study employs a qualitative library research approach by analyzing primary and secondary sources, including classical and contemporary educational theory books, national and international journal articles, and relevant empirical studies on constructivist-oriented PAI learning. The findings indicate that the application of constructivist principles in PAI encourages a fundamental shift in the teacher’s role from knowledge transmitter to facilitator and meaning mediator. Moreover, constructivist-based PAI learning enhances students’ active participation, promotes higher-order thinking skills, and supports more authentic and reflective religious value internalization. Nevertheless, several challenges remain, such as limited pedagogical readiness of teachers, the persistence of traditional learning cultures, and curriculum structures that emphasize cognitive assessment. The study concludes that constructivism is highly relevant and has strong potential as a pedagogical paradigm for developing integrative PAI learning that balances cognitive, affective, and experiential dimensions of religious education.