Strategi Guru Pgmi Dalam Mengatasi Miskonsepsi Pembelajaran Pai Di Madrasah Ibtidaiyah: Tinjauan Pustaka Integratif
DOI:
https://doi.org/10.21093/bjpe.v6i2.14265Keywords:
Islamic Religious Education, Misconceptions, PGMI, Madrasah Ibtidaiyah, Conceptual Change, Literature Review.Abstract
Miskonsepsi dalam pembelajaran Pendidikan Agama Islam (PAI) di Madrasah Ibtidaiyah (MI) jarang dikaji secara sistematis, padahal pemahaman keagamaan yang keliru dapat bertahan hingga jenjang berikutnya dan memengaruhi praktik ibadah serta akhlak peserta didik. Kajian ini bertujuan memetakan bentuk miskonsepsi yang berpotensi muncul dalam pembelajaran PAI di MI, mengidentifikasi faktor penyebabnya, dan merumuskan strategi guru Pendidikan Guru Madrasah Ibtidaiyah (PGMI) untuk mengidentifikasi dan memperbaikinya. Penelitian ini menggunakan desain tinjauan pustaka integratif terhadap 36 sumber tentang perubahan konseptual, asesmen diagnostik dan formatif, kognisi keagamaan anak, pendidikan Islam, dan pengetahuan pedagogis konten (PCK), yang dianalisis melalui sintesis tematik. Hasil kajian menunjukkan bahwa miskonsepsi PAI dapat muncul pada bidang akidah, Al-Qur'an dan hadis, fikih, akhlak, serta Sejarah Kebudayaan Islam dengan tingkat kesulitan yang berbeda; miskonsepsi akidah cenderung bersifat kategorial sehingga paling sulit diubah. Miskonsepsi bersumber dari interaksi antara intuisi dan pengetahuan awal anak, pembelajaran yang berhenti pada hafalan, media yang kurang akurat, pengaruh keluarga dan lingkungan sosial, serta asesmen yang hanya mengukur jawaban akhir. Kajian ini merumuskan model enam tahap penanganan miskonsepsi, yaitu identifikasi, analisis penyebab, perencanaan, pembelajaran perbaikan, evaluasi, dan tindak lanjut, yang menuntut guru membedakan miskonsepsi dari perbedaan pendapat (khilafiyah) yang sah. Model ini merupakan sintesis konseptual yang perlu diuji secara empiris. Implikasinya, program studi PGMI perlu memperkuat PCK calon guru, terutama pengetahuan tentang pola kesalahpahaman peserta didik dan teknik asesmen diagnostik.
References
Agbaria, A. (2024). Education for religion: An Islamic perspective. Religions, 15(3), Article 309. https://doi.org/10.3390/rel15030309
Ariansyah, D. D. A. (2023). The relevance of Lev Vygotsky's constructivist theory to the Islamic religious education learning system in Indonesia. Mudir: Jurnal Manajemen Pendidikan, 5(1), 217–223. https://doi.org/10.55352/mudir.v5i1.609
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Barrett, J. L., & Keil, F. C. (1996). Conceptualizing a nonnatural entity: Anthropomorphism in God concepts. Cognitive Psychology, 31(3), 219–247. https://doi.org/10.1006/cogp.1996.0017
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Boyle, H. N. (2006). Memorization and learning in Islamic schools. Comparative Education Review, 50(3), 478–495. https://doi.org/10.1086/504819
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academy Press. https://doi.org/10.17226/9853
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Busri, A. H., Wijaya, A. W., Izuddin, A., Wahyuni, A., & Tamwifi, I. (2026). Kerangka rekonstruksi pembelajaran Pendidikan Agama Islam di sekolah dasar berbasis teori perkembangan kognitif Piaget. Edu Journal Innovation in Learning and Education, 4(1), 88–100. https://doi.org/10.55352/edu.v4i1.3067
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61–82). Routledge.
Chi, M. T. H., & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3–27). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47637-1_1
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daradjat, Z. (2011). Ilmu pendidikan Islam. Bumi Aksara.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Jannah, T., Rohman, F., & Al Mufti, A. Y. (2024). Teachers' strategies in overcoming misconceptions in Islamic religious education learning for grade 2 of SDUT Bumi Kartini Jepara. Intiqad: Jurnal Agama dan Pendidikan Islam, 16(2), 438–460. https://doi.org/10.30596/21433
Kaltakci Gurel, D., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications. https://doi.org/10.4135/9781071878781
Lane, J. D., Wellman, H. M., & Evans, E. M. (2010). Children's understanding of ordinary and extraordinary minds. Child Development, 81(5), 1475–1489. https://doi.org/10.1111/j.1467-8624.2010.01486.x
Ma'rifah, I., & Asroni, A. (2024). Jean Piaget's constructivism in Islamic religious education. Edulab: Majalah Ilmiah Laboratorium Pendidikan, 9(1), 19–32. https://doi.org/10.14421/edulab.2024.91.02
Majid, A. (2014). Belajar dan pembelajaran Pendidikan Agama Islam. Remaja Rosdakarya.
Muamanah, H., & Suyadi. (2020). Pelaksanaan teori belajar bermakna David Ausubel dalam pembelajaran Pendidikan Agama Islam. Belajea: Jurnal Pendidikan Islam, 5(1), 161–180. https://doi.org/10.29240/belajea.v5i1.1329
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Richert, R. A., & Harris, P. L. (2006). The ghost in my body: Children's developing concept of the soul. Journal of Cognition and Culture, 6(3–4), 409–427. https://doi.org/10.1163/156853706778554913
Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers' knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020–1049. https://doi.org/10.3102/0002831213477680
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), Article 335. https://doi.org/10.3390/rel9110335
Salamat, N. S., Fakhruddin, A., Firmansyah, M. I., & Muflih, A. (2026). The complementary roles of Qur'an education center and elementary schools in strengthening Islamic religious education. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 16(1), 1–15. https://doi.org/10.18592/aladzkapgmi.v16i1.19940
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Suparno, P. (2013). Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Grasindo.
Syuhud, & Farid, A. (2024). Aktualisasi teori belajar kognitif dalam Pendidikan Agama Islam pada Kurikulum Merdeka: Tinjauan konseptual dan implikatif. Al-Adabiyah: Jurnal Pendidikan Agama Islam, 5(2), 112–125. https://doi.org/10.35719/adabiyah.v5i2.923
Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8(6), 951–970. https://doi.org/10.1007/s10763-010-9203-x
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10(2), 159–169. https://doi.org/10.1080/0950069880100204
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen. (2005). Lembaran Negara Republik Indonesia Tahun 2005 Nomor 157.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45–69. https://doi.org/10.1016/0959-4752(94)90018-3
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Zuhdi, M. (2006). Modernization of Indonesian Islamic schools' curricula, 1945–2003. International Journal of Inclusive Education, 10(4–5), 415–427. https://doi.org/10.1080/13603110500430765
.jpg)
.svg_2.png){kind=logo}
