Strategi Self-Directed Learning dalam Pendidikan Agama Islam: Studi Kasus Diferensiasi Implementasi pada Siswa Jurusan AKL dan TKJ di SMK Persada Tamalatea
DOI:
https://doi.org/10.5281/zenodo.18245379Keywords:
Self-Directed Learning, Pendidikan Agama Islam, Diferensiasi Pembelajaran, Sekolah Menengah Kejuruan, Studi Kasus Kualitatif, Kurikulum MerdekaAbstract
Transformasi pendidikan dalam era Kurikulum Merdeka menuntut pergeseran paradigma menuju pendekatan pembelajaran yang memberdayakan peserta didik, khususnya dalam konteks Pendidikan Agama Islam (PAI). Penelitian kualitatif dengan pendekatan studi kasus instrumental tunggal ini bertujuan untuk menganalisis diferensiasi implementasi strategi self-directed learning (SDL) pada siswa jurusan Akuntansi dan Keuangan Lembaga (AKL) serta Teknik Komputer dan Jaringan (TKJ) di SMK Persada Tamalatea. Data dikumpulkan melalui observasi partisipatif pasif, wawancara semi-terstruktur, dan analisis dokumen, kemudian dianalisis secara tematik. Temuan penelitian mengungkapkan diferensiasi signifikan dalam respons dan kebutuhan pembelajaran: siswa TKJ menunjukkan adaptabilitas tinggi dalam eksplorasi digital mandiri, sementara siswa AKL memerlukan scaffolding yang lebih terstruktur dan kontekstual. Faktor penentu utama yang mempengaruhi diferensiasi ini adalah habitus kejuruan dan tingkat literasi digital peserta didik. Simpulan penelitian menegaskan bahwa keberhasilan implementasi SDL dalam PAI sangat bergantung pada kapasitas pendidik untuk menerapkan diferensiasi pedagogis yang responsif terhadap konteks kejuruan, melampaui pendekatan satu-untuk-semua. Implikasi studi ini menyoroti perlunya pengembangan model pendampingan yang adaptif dan kurikulum yang fleksibel guna mengakomodasi keragaman profil pembelajar dalam pendidikan agama.
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