Publisher

SERAMBISERAMBI

Journal Journal of Educational Management ResearchJournal of Educational Management Research Abstract

This study aims to examine the dimensions of knowledge—factual, conceptual, procedural, and metacognitive—in Islamic Religious Education (PAI) learning as mandated by Regulation of the Minister of Education and Culture Number 54 of 2013. Employing a library research method, this study analyzes various academic sources, including books, journals, official curriculum documents, and relevant scholarly literature related to the 2013 Curriculum. The findings indicate that PAI learning integrates four essential knowledge dimensions. Factual knowledge encompasses students understanding of terminology, vocabulary, symbols, and sources of Islamic teachings. Conceptual knowledge involves comprehension of definitions, classifications, general principles, and structural relationships within religious concepts. Procedural knowledge is reflected in students mastery of religious practices, such as the steps of ablution and the implementation of Hajj rituals. Meanwhile, metacognitive knowledge emphasizes students awareness of their own learning processes, including memorization and reflection on Quranic verses and Hadith. The study implies that integrating these knowledge dimensions through a holistic instructional approach can enhance the effectiveness of PAI learning and support students higher-order cognitive development, enabling them to understand and apply Islamic teachings more meaningfully.

Conclusion

The most significant finding of this study is that integrating factual, conceptual, procedural, and metacognitive knowledge provides a comprehensive framework for student learning in Islamic Religious Education.Factual knowledge equips students with fundamental terminology, symbols, and essential details, forming the foundation for more complex cognitive processes.Conceptual knowledge develops students ability to understand definitions, classifications, and structures, allowing them to connect ideas and apply reasoning effectively.Procedural knowledge emphasizes practical skills and step-by-step processes, enabling students to perform religious practices such as ablution, Hajj rituals, and legal procedures with accuracy.Metacognitive knowledge fosters self-awareness and independent learning, encouraging students to monitor, evaluate, and take responsibility for their own thought processes.

Future Research

Berdasarkan penelitian ini, terdapat beberapa saran penelitian lanjutan yang dapat dikembangkan. Pertama, penelitian lebih lanjut dapat dilakukan untuk menguji efektivitas model pembelajaran terintegrasi yang menggabungkan keempat dimensi pengetahuan (faktual, konseptual, prosedural, dan metakognitif) dalam berbagai konteks madrasah dan sekolah menengah. Penelitian ini dapat menggunakan pendekatan kuantitatif atau mixed methods untuk mengukur dampak model pembelajaran terhadap hasil belajar siswa, keterampilan berpikir kritis, dan pemahaman konsep agama. Kedua, penelitian kualitatif dapat dilakukan untuk mengeksplorasi persepsi guru dan siswa terhadap implementasi keempat dimensi pengetahuan dalam pembelajaran PAI. Penelitian ini dapat menggunakan metode wawancara mendalam dan observasi kelas untuk memahami tantangan dan peluang yang dihadapi dalam mengintegrasikan keempat dimensi pengetahuan. Ketiga, penelitian dapat difokuskan pada pengembangan instrumen penilaian yang komprehensif untuk mengukur keempat dimensi pengetahuan secara terpadu. Instrumen penilaian ini dapat digunakan untuk memantau kemajuan belajar siswa dan memberikan umpan balik yang konstruktif kepada guru dan siswa.

References

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