Dari Instruksi ke Dialog: Rekonstruksi Interaksi Guru dan Peserta Didik dalam Pembelajaran Pendidikan Islam
DOI:
https://doi.org/10.67140/joisel.v1i1.%25xKata Kunci:
interaksi guru dan peserta didik, pembelajaran dialogis, Pendidikan Islam, konstruksi makna, refleksiAbstrak
Perubahan pembelajaran instruksional menuju pembelajaran berpusat pada peserta didik turut mengubah pola interaksi guru dan peserta didik. Dalam Pendidikan Islam, dialog menjadi penting untuk membangun pemahaman dan pemaknaan terhadap pengetahuan keagamaan. Penelitian ini bertujuan menganalisis karakteristik interaksi dialogis dan merumuskan rekonstruksi interaksi guru dan peserta didik dalam pembelajaran Pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka (literature review). Data berupa artikel ilmiah yang diperoleh melalui penelusuran Google Scholar, Scopus, dan DOAJ, kemudian dianalisis secara tematik melalui tahap identifikasi, seleksi, ekstraksi, perbandingan, dan sintesis temuan. Hasil kajian menunjukkan bahwa rekonstruksi interaksi tidak berarti menghilangkan instruksi dan otoritas pedagogis guru, tetapi mengubah fungsi keduanya dalam proses pembelajaran. Guru berperan sebagai pengarah, fasilitator, pengaju pertanyaan, dan pengelola dialog, sedangkan peserta didik memperoleh ruang untuk berpartisipasi melalui pertanyaan, gagasan, argumentasi, respons, dan refleksi. Dialog juga berfungsi sebagai proses konstruksi pengetahuan dan makna melalui pertukaran gagasan, klarifikasi, argumentasi, dan pengembangan perspektif. Berdasarkan sintesis tersebut, rekonstruksi interaksi dirumuskan melalui alur instruksi, interaksi, dialog, konstruksi makna dan refleksi. Model ini menunjukkan bahwa dialog bukan pengganti instruksi, melainkan mekanisme untuk memperluas proses pembelajaran dari penyampaian informasi menuju pembentukan pemahaman dan pemaknaan pengetahuan keagamaan secara lebih partisipatif dan reflektif.
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