Implementation of Learning Theory in the Curriculum of MTs Fatahillah: An Analysis of Teaching Strategies Based on Cognitivism and Constructivism

Authors

  • Mohamad Erihadiana State Islamic University of Sunan Gunung Djati Bandung
  • Muhaemin Algifari State Islamic University of Sunan Gunung Djati Bandung
  • Muhammad Raja Iqbal Fahri State Islamic University of Sunan Gunung Djati Bandung

Keywords:

Cognitivism, Constructivism, The 2013 Curriculum

Abstract

The understanding and application of cognitive and constructivist theories in teaching at MTs Fatahillah demonstrate variations in implementation effectiveness. Cognitivism, which emphasizes mental processes and information processing, is applied through visual aids and analytical exercises, such as concept maps in Fikih subjects. This helps students understand the material deeply and think critically. Meanwhile, constructivism emphasizes active experiences and interaction in the learning process, such as group projects to study moral values. Although this approach has a positive impact on students' intellectual and social skills development, its implementation faces challenges, such as limited time and resources and students' readiness. The implementation of the 2013 Curriculum at MTs Fatahillah, which is based on religious values and character development, provides a foundation for integrating these two theories despite limitations. Support from the school is needed to optimize teacher training and improve facilities to support active learning. Thus, despite the obstacles, the adaptation of cognitivism and constructivism can enhance student engagement and provide meaningful learning experiences, in line with holistic educational goals.

References

Alfansyur, A., & Mariyani. (2020). Seni Mengelola Data : Penerapan Triangulasi Teknik , Sumber Dan Waktu pada Penelitian Pendidikan Sosial. Historis, 5(2), 146–150.

Habsy, B. A., Christian, J. S., M, S. U. S. P., & Unaisah, U. (2023). Memahami Teori Pembelajaran Kognitif dan Konstruktivisme serta Penerapannya. Tsaqofah, 4(1), 308–325. https://doi.org/10.58578/tsaqofah.v4i1.2177

Habsy, B. A., Zakirah, A., Rahmah, M. A., & Nafisah, C. A. (2023). Implementasi Teori Kognitif dan Konstruktivisme dalam Pembelajaran bagi Peserta Didik. Tsaqofah, 4(1), 326–342. https://doi.org/10.58578/tsaqofah.v4i1.2182

Hawwin Muzakki. (2021). Teori Belajar Konstruktivisme Ki Hajar Dewantara serta Relevansinya dalam Kurikulum 2013. Southeast Asian Journal of Islamic Education Management, 2(2), 261–282. https://doi.org/10.21154/sajiem.v2i2.64

Kartini, N. E., Nurdin, E. S., Hakam, K. A., & Syihabuddin, S. (2022). Telaah Revisi Teori Domain Kognitif Taksonomi Bloom dan Keterkaitannya dalam Kurikulum Pendidikan Agama Islam. Jurnal Basicedu, 6(4), 7292–7302. https://doi.org/10.31004/basicedu.v6i4.3478

Manurung, K. (2022). Mencermati Penggunaan Metode Kualitatif Di Lingkungan Sekolah Tinggi Teologi. FILADELFIA: Jurnal Teologi Dan Pendidikan Kristen, 3(1), 285–300. https://doi.org/10.55772/filadelfia.v3i1.48

Maryam, S. (2020). Manajemen Kurikulum Madrasah Berbasis Full Day School Dalam Penanaman Budaya Pesantren Di Madrasah Tsanawiyah. Jurnal Educatio FKIP UNMA, 6(1), 187–194. https://doi.org/10.31949/educatio.v6i1.345

Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme dan Implikasinya dalam Pendidikan. GHAITSA: Islamic Education Journal, 2(1), 49–57. https://doi.org/10.62159/ghaitsa.v2i1.188

Mubarok, A. A., & et al. (2021). Landasan Pengembangan Kurikulum Pendidikan di Indonesia Jurnal Dirosah Islamiyah. Jurnal Dirosah Islamiyah, 3, 103–125. https://doi.org/10.17467/jdi.v3i2.324

Nurhadi. (2020). Teori kognitivisme serta aplikasinya dalam pembelajaran. 2, 77–95.

Nuwairah, K. M. (2023). Perkembangan Kurikulum Pendidikan Agama Islam Di Madrasah 2013-2023 (Studi Di Madrasah Tsanawiyah). Al-Falah: Jurnal Ilmiah Keislaman Dan Kemasyarakatan, 23(2), 149–161. https://doi.org/10.47732/alfalahjikk.v23i2.272

Saputro, M. N. A., & Pakpahan, P. L. (2021). MENGUKUR KEEFEKTIFAN TEORI KONSTRUKTIVISME DALAM PEMBELAJARAN. Journal of Education and Instruction, 4(1), 24–40.

Suryadi, A., Damopolii, M., & Rahman, U. (2022). Teori Konstruktivisme dalam Pembelajaran PAI di Madrasah: Teori dan Implementasinya (Issue October). CV Jejak.

Tio Ari Laksono, & Akhsanul, M. M. (2023). Hubungan Filsafat, Teori Belajar dan Kurikulum Pendidikan. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 2(1), 57–62. https://doi.org/10.54259/diajar.v2i1.1388

Wahab, G., & Rosnawati. (2021). Teori-teori belajar dan pembelajaran. In Paper Knowledge . Toward a Media History of Documents (1st ed.). Penerbit Adab (CV. Adanu Abimata). http://repository.uindatokarama.ac.id/id/eprint/1405/1/TEORI-TEORI BELAJAR DAN PEMBELAJARAN.pdf

Waruwu, M. (2023). Pendekatan Penelitian Pendidikan: Metode Penelitian Kualitatif, Metode Penelitian Kuantitatif dan Metode Penelitian Kombinasi (Mixed Method). Jurnal Pendidikan Tambusai, 7(1), 2896–2910.

Yuliana, Nofitri, N., & Arifmiboy. (2023). Landasan Psikologis Dalam Pengembangan Kurikulum Pendidikan Agama Islam. Jurnal Pendidikan Indonesia, 1(1), 01–14.

Downloads

Published

2025-09-04

Issue

Vol. 2 No. 1 (2025): April 2025

Section

Articles

License

  1. Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
  2. Authors dont transfer or license the copyright of publishing to SAKOLA: Journal of Sains Cooperative Learning and Law Research to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
  3. Authors hereby dont agree to transfer a copyright for publishing to SAKOLA: Journal of Sains Cooperative Learning and Law a Publisher of the manuscript. 
  4. Authors reserve the following: 
    1. all proprietary rights other than copyright such as patent rights; 
    2. the right to use all or part of this article in future works of our own such as in books and lectures;
    3. use for presentation in a meeting or conference and distributing copies to attendees; 
    4. use for internal training by author's company;
    5. distribution to colleagues for their research use;
    6. use in a subsequent compilation of the author's works;
    7. inclusion in a thesis or dissertation;
    8. reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
    9. preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
    10. voluntary posting on open web sites operated by author or author’s institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-NC License.
SAKOLA: Journal of Sains Cooperative Learning and Law