From Dogma to Dialogue: A Case Study of Islamic Education Teachers in Madrasah Aliyah, Indonesia

Ahmad Sirojul Alam; Fadillah

doi:10.35719/jier.v6i4.523

Authors

Ahmad Sirojul Alam University of Al-Falah Assunniyyah Kencong Jember
Fadillah University of Al-Falah Assunniyyah Kencong Jember

DOI:

https://doi.org/10.35719/jier.v6i4.523

Keywords:

Islamic Religious Education, Dialogic Pedagogy, Critical Thinking, Problem-Based Learning, Madrasah Aliyah

Abstract

This study explores how Islamic Religious Education teachers at Madrasah Aliyah in Indonesia shift from dogmatic, memorization-based teaching toward dialogic and inquiry-oriented pedagogy. Responding to the urgent need for critical thinking in Islamic education, this qualitative case study at Madrasah Aliyah collected data through observations, interviews, and document analysis involving six teachers, eighteen students, and school administrators. Findings show that teachers integrate rational–critical reasoning and Problem-Based Learning (PBL) to relate classical Islamic principles to real-life issues, enhancing students’ motivation, participation, and analytical ability. Despite limited resources and training, dialogic practices foster deeper understanding and spiritual reflection. The study contributes to Islamic pedagogy by demonstrating that faith and critical inquiry can coexist harmoniously. It offers an empirical model for reforming Islamic education through reflective and dialogic teaching—bridging tradition and modernity to nurture devout, intelligent, and adaptive learners.

Penelitian ini menelaah bagaimana guru Pendidikan Agama Islam di Madrasah Aliyah Indonesia bertransformasi dari pembelajaran dogmatis berbasis hafalan menuju pedagogi dialogis dan inkuiri. Menjawab kebutuhan mendesak akan pengembangan berpikir kritis dalam pendidikan Islam, studi kasus kualitatif ini menggunakan observasi, wawancara, dan analisis dokumen terhadap enam guru, delapan belas siswa, dan pihak manajemen sekolah. Hasil menunjukkan bahwa guru mengintegrasikan penalaran rasional-kritis dan Problem-Based Learning (PBL) untuk mengaitkan ajaran Islam klasik dengan persoalan aktual, sehingga meningkatkan motivasi, partisipasi, dan kemampuan analitis siswa. Meski terbatas sumber daya dan pelatihan, pendekatan dialogis memperdalam pemahaman dan refleksi spiritual. Kontribusi penelitian ini menegaskan bahwa iman dan nalar kritis dapat berjalan seiring. Studi ini menawarkan model empiris reformasi pendidikan Islam melalui pengajaran reflektif-dialogis yang memadukan tradisi dan modernitas guna membentuk generasi Muslim saleh, cerdas, dan adaptif.

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