REORIENTASI MEDIA PEMBELAJARAN PAI DALAM KERANGKA DEEP LEARNING: KAJIAN KONSEPTUAL PEMBELAJARAN BERKESADARAN, BERMAKNA, DAN MENGGEMBIRAKAN
DOI:
https://doi.org/10.51878/learning.v6i3.14864Keywords:
Media Pembelajaran PAI, Pembelajaran Mendalam, Pembelajaran Berkesadaran, Pembelajaran Bermakna, Pembelajaran Menggembirakan, Desain PembelajaranAbstract
Islamic Religious Education (IRE) learning media are still frequently oriented toward content delivery, visualization, attractiveness, and memorization practice. Such an orientation does not fully support the aims of IRE, which encompass understanding, internalization, disposition formation, and contextual action. This article aims to analyze the dominant orientation of IRE learning media, identify the media affordances required for mindful, meaningful, and joyful learning, and formulate the relationships among these components within a conceptual framework. The study employed a literature-based integrative conceptual review. National and international literature was examined through directed content analysis, constant comparison, and conceptual synthesis. The findings indicate that the use of IRE learning media remains predominantly oriented toward information transmission, technical interactivity, and product feasibility. A reorientation is therefore required by positioning media as a learning-experience environment that integrates representations, tasks, interactions, feedback, dialogue, reflection, and action. This study proposes the Reorientation Framework for IRE Media and Deep Learning (RM-PAI-PM), which connects the aims of IRE, learner characteristics, subject matter and values, and social contexts with the three principles of Deep Learning and five media affordances: epistemic, reflective-spiritual, contextual-practical, social-dialogical, and emotional-motivational. These affordances are systematically integrated into an iterative cycle of understanding, applying, and reflecting to promote changes in conceptual understanding, strengthened attitudes and dispositions, and responsible contextual action. The framework may serve as an analytical tool and a foundation for designing IRE learning media. However, empirical validation across different subject areas and educational levels is required to examine its applicability, limitations, and effects on student learning.
ABSTRAK
Media pembelajaran Pendidikan Agama Islam (PAI) masih sering diorientasikan sebagai alat penyampaian materi, visualisasi, peningkatan daya tarik, dan latihan hafalan. Orientasi tersebut belum sepenuhnya mendukung tujuan PAI yang mencakup pemahaman, penghayatan, pembentukan sikap, dan tindakan kontekstual. Artikel ini bertujuan menganalisis orientasi dominan media pembelajaran PAI, mengidentifikasi daya dukung media yang diperlukan bagi pembelajaran berkesadaran, bermakna, dan menggembirakan, serta merumuskan hubungan antarkomponen tersebut dalam suatu kerangka konseptual. Penelitian menggunakan studi pustaka dengan pendekatan kajian konseptual integratif. Literatur nasional dan internasional dianalisis melalui analisis isi terarah, perbandingan konstan, dan sintesis konseptual. Hasil kajian menunjukkan bahwa penggunaan media PAI masih dominan berorientasi pada transmisi informasi, interaktivitas teknis, dan kelayakan produk. Reorientasi diperlukan dengan memosisikan media sebagai lingkungan pengalaman belajar yang mengintegrasikan representasi, tugas, interaksi, umpan balik, dialog, refleksi, dan tindakan. Kajian ini menghasilkan Kerangka Reorientasi Media PAI–Pembelajaran Mendalam (RM-PAI-PM), yang menghubungkan tujuan PAI, karakteristik peserta didik, materi dan nilai, serta konteks sosial dengan tiga prinsip Pembelajaran Mendalam dan lima daya dukung media, yaitu epistemik, reflektif-spiritual, kontekstual-praktis, sosial-dialogis, dan emosional-motivasional. Kelima daya dukung tersebut diintegrasikan secara sistematis dalam siklus memahami, mengaplikasi, dan merefleksi untuk mendorong perubahan pemahaman, penguatan sikap dan disposisi, serta tindakan kontekstual yang bertanggung jawab. Kerangka ini dapat digunakan sebagai perangkat analitis dan dasar pengembangan media PAI, tetapi masih memerlukan validasi empiris pada berbagai materi dan jenjang pendidikan.
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