PENGUATAN LITERASI AGAMA SISWA MELALUI PENDEKATAN KONSTRUKTIVISTIK DAN TRANSMISI BUDAYA SEKOLAH PADA PEMBELAJARAN PAI DI SEKOLAH MENENGAH ATAS

Shavira Salsabila, - and Agus Fakhruddin, - and Mokh Iman Firmansyah, - (2025) PENGUATAN LITERASI AGAMA SISWA MELALUI PENDEKATAN KONSTRUKTIVISTIK DAN TRANSMISI BUDAYA SEKOLAH PADA PEMBELAJARAN PAI DI SEKOLAH MENENGAH ATAS. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Literasi agama merupakan aspek penting dalam pembentukan karakter dan kesadaran keberagamaan peserta didik. Literasi ini tidak hanya mencakup pemahaman terhadap ajaran agama secara teologis, tetapi juga kemampuan siswa untuk menginternalisasi nilai-nilai keagamaan dan mengaplikasikannya dalam kehidupan sehari-hari. Guru Pendidikan Agama Islam (PAI) memiliki peran strategis dalam memperkuat literasi agama melalui pendekatan pembelajaran yang tepat. Penelitian ini bertujuan mengeksplorasi dan menganalisis penguatan literasi agama siswa melalui pendekatan konstruktivistik dan transmisi budaya sekolah dalam pembelajaran PAI di tingkat SMA. Penelitian menggunakan metode mixed method sequential exploratory, diawali dengan pendekatan kualitatif berlandaskan fenomenologi dan dilanjutkan dengan pendekatan kuantitatif asosiatif. Data kualitatif diperoleh melalui wawancara mendalam dengan guru dan siswa, observasi proses pembelajaran, serta analisis dokumen sekolah, yang mengungkap beragam praktik pembelajaran partisipatif, keteladanan guru, dan nilai-nilai budaya sekolah yang hidup dalam keseharian siswa. Temuan kualitatif menunjukkan bahwa pendekatan konstruktivistik mendorong keterlibatan aktif siswa dalam membangun pemahaman agama melalui diskusi, refleksi, dan pengalaman pribadi, sementara pendekatan transmisi budaya menguatkan nilai-nilai keagamaan melalui pembiasaan dan interaksi sosial yang bernuansa religius. Hasil kuantitatif asosiatif menggunakan analisis regresi linear sederhana dan berganda melalui SPSS 27.0. Hasil regresi sederhana menunjukkan bahwa pendekatan konstruktivistik memberikan kontribusi sebesar 42,6% (R² = 0,426) di SMA IT Fithrah Insani dan 39,5% (R² = 0,395) di SMA BPI 1 Bandung. Pendekatan transmisi budaya berkontribusi sebesar 29,7% (R² = 0,297) di Fithrah Insani dan 47,4% (R² = 0,474) di BPI 1 Bandung. Hasil regresi berganda menunjukkan bahwa kombinasi keduanya menjelaskan 45,9% variasi literasi agama di Fithrah Insani (R² = 0,459) dan 55,7% di BPI 1 Bandung (R² = 0,557). Penelitian ini menegaskan pentingnya penerapan dua pendekatan tersebut secara terpadu dalam pembelajaran PAI. Religious literacy is an important aspect in shaping the character and religious awareness of students. This literacy not only includes theological understanding of religious teachings, but also the ability of students to internalize religious values and apply them in their daily lives. Islamic Education (PAI) teachers have a strategic role in strengthening religious literacy through appropriate learning approaches. This study aims to explore and analyze the strengthening of students' religious literacy through a constructivist approach and school cultural transmission in PAI learning at the high school level. The research uses a mixed method sequential exploratory approach, beginning with a qualitative approach based on phenomenology and continuing with an associative quantitative approach. Qualitative data were obtained through in-depth interviews with teachers and students, observation of the learning process, and analysis of school documents, which revealed various participatory learning practices, teacher role models, and school cultural values that are alive in students' daily lives. Qualitative findings show that the constructivist approach encourages active student involvement in building religious understanding through discussion, reflection, and personal experience, while the cultural transmission approach reinforces religious values through habits and religious social interactions. Associative quantitative results used simple and multiple linear regression analysis through SPSS 27.0. Simple regression results showed that the constructivist approach contributed 42.6% (R² = 0.426) at Fithrah Insani Islamic High School and 39.5% (R² = 0.395) at BPI 1 Bandung High School. The cultural transmission approach contributed 29.7% (R² = 0.297) at Fithrah Insani and 47.4% (R² = 0.474) at BPI 1 Bandung. The multiple regression results show that the combination of the two approaches explains 45.9% of the variation in religious literacy at Fithrah Insani (R² = 0.459) and 55.7% at BPI 1 Bandung (R² = 0.557). This study emphasizes the importance of applying these two approaches in an integrated manner in PAI learning.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=en&user=FGZDZEsAAAAJ ID SINTA Dosen Pembimbing: Agus Fakhruddin: 5993691 Mokh Iman Firmansyah: 5993699
Uncontrolled Keywords:	Literasi Agama, Pendekatan Konstruktivistik, Transmisi Budaya Sekolah, Pendidikan Agama Islam. Religious Literacy, Constructive Approach, School Culture Transmission, Islamic Religious Education.
Subjects:	B Philosophy. Psychology. Religion > BP Islam. Bahaism. Theosophy, etc L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Agama Islam-S2
Depositing User:	Shavira Salsabila
Date Deposited:	13 Sep 2025 04:11
Last Modified:	13 Sep 2025 04:11
URI:	http://repository.upi.edu/id/eprint/137919

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