Dari One Best Method Menuju Conditional Knowledge: Rekonstruksi Prinsip Situasional dalam Pembelajaran PAI
DOI:
https://doi.org/10.5281/zenodo.21350069Keywords:
Conditional Knowledge, Metode Pembelajaran, Pendidikan Agama Islam, Pembelajaran SituasionalAbstract
Penelitian ini bertujuan merekonstruksi prinsip-prinsip situasional dalam pembelajaran Pendidikan Agama Islam (PAI) melalui pergeseran paradigma dari one best method menuju conditional knowledge. Kajian ini dilatarbelakangi oleh kecenderungan penggunaan metode pembelajaran secara universal tanpa mempertimbangkan karakteristik peserta didik, materi, tujuan, dan konteks pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis library research melalui analisis karya-karya utama dan artikel ilmiah bereputasi menggunakan teknik analisis konseptual dan sintesis teoretis. Hasil penelitian menunjukkan bahwa efektivitas pembelajaran tidak ditentukan oleh keunggulan suatu metode, melainkan oleh kesesuaiannya dengan konteks. Rekonstruksi yang dihasilkan mengidentifikasi empat prinsip utama pendekatan situasional, yaitu kesesuaian metode dengan konteks, adaptabilitas metodologis, kontekstualisasi konten, dan partisipasi aktif pebelajar. Selain itu, metode pembelajaran dipetakan berdasarkan empat orientasi teoretis (behavioristik, kognitif, konstruktivis, dan humanistik) serta lima fungsi instruksional (presentasi, elaborasi, aplikasi, eksplorasi, dan refleksi). Penelitian ini menghasilkan kerangka konseptual yang menempatkan conditional knowledge sebagai dasar pemilihan dan pengombinasian metode pembelajaran PAI secara adaptif, kontekstual, dan responsif terhadap keragaman kondisi pembelajaran.
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