Landasan Filosofis Pembelajaran Kontekstual Ctl Sebagai Model Pembelajaran Pendidikan Agama Islam
Keywords:
Philosophical Foundations, Contextual Teaching and Learning (CTL), Constructivism, Islamic Religious EducationAbstract
This article analyzes the philosophical foundations of the Contextual Teaching and Learning (CTL) model, which is rooted in the epistemology of constructivism, and its implementation as an instructional model for Islamic Religious Education (PAI). The CTL approach positions students as active subjects who reconstruct their cognitive structures through dynamic interactions with the sociocultural environment of the Islamic boarding school (pesantren). Theoretically, this paper integrates Jean Piaget's views on cognitive adaptation mechanisms (assimilation, accommodation, and equilibration) and Lev Vygotsky's concepts of scaffolding and the Zone of Proximal Development (ZPD) into the domain of Islamic religious instruction. The operational design of CTL implementation in the classroom is broken down into seven strategic stages: identification of prior knowledge, program formulation, conducive orientation, critical reflection, restructuring of ideas (cognitive conflict), empirical application, and review. This theoretical synthesis indicates that CTL is not merely a practical method but a transformative philosophical instrument capable of minimizing students' theological misconceptions, strengthening empirical thinking independence, and enhancing the significance of religious values in real life.
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