Desain Istruksional dan Pendekatan Transdisipliner dalam Pembelajaran Pendidikan Agama Islam
DOI:
https://doi.org/10.59240/kjsk.v6i3.1086Keywords:
Instructional design, Transdisciplinary, Islamic Religious Education, Integration of knowledgeAbstract
This study aims to examine and construct an instructional design based on a transdisciplinary approach as a response to the complexity of educational problems in the global era. The transdisciplinary approach emphasizes cross-disciplinary integration to produce holistic and solution-oriented understanding of reality. The method used is a literature study with a conceptual-critical approach. The findings show that conventional instructional design, which is linear and disciplinarily fragmented, has limitations in accommodating the internalization of Islamic values that are reflective and contextual. The transdisciplinary approach offers an integrative framework that positions real-world problems as the starting point of learning and encourages epistemic dialogue between revelation, reason, and social reality. The conceptual model formulated includes analysis of real contexts, identification of transdisciplinary issues, integration of Islamic values, design of problem-based activities, and reflective evaluation. The implementation of this approach faces challenges such as educator readiness, curriculum limitations, and resistance to paradigm change. The contribution of this research is the formulation of an instructional design framework that is integrative, contextual, and adaptive to the development of science and technology, while maintaining the integrity of Islamic values as an ethical and spiritual foundation
References
Al-Attas, S. M. N. (1995). Prolegomena to the metaphysics of Islam: An exposition of the fundamental elements of the worldview of Islam. International Institute of Islamic Thought and Civilization.
Amin, M. A. (2020). Multidisiplin, interdisiplin, dan transdisiplin: Metode studi agama dan studi Islam di era kontemporer. IB Pustaka.
Biesta, G. (2017). The rediscovery of teaching. Routledge.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
Dewey, J. (2016). Democracy and education. Free Press.
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson.
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Association for Supervision and Curriculum Development.
Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). Continuum. (Original work published 1970)
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Gadamer, H.-G. (2013). Truth and method (2nd rev. ed.). Bloomsbury. (Original work published 1960)
Illeris, K. (Ed.). (2018). Contemporary theories of learning: Learning theorists... in their own words (2nd ed.). Routledge.
Klein, J. T. (2004). Prospects for transdisciplinarity. Futures, 36(4), 515–526.
Klein, J. T. (2014). Discourses of transdisciplinarity: Looking back to the future. Futures, 63, 68–74.
Klein, J. T. (2021). Beyond interdisciplinarity: Boundary work, collaboration, and the future of transdisciplinarity. Routledge.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lawrence, R. J. (2015). Advances in transdisciplinarity: Epistemologies, methodologies and processes. Futures, 65, 1–9.
Lovat, T. (2011). Values education as good practice pedagogy: Evidence from Australian empirical research. Educational Philosophy and Theory, 43(1), 36–49.
Madjid, N. (2008). Islam: Doktrin dan peradaban. Paramadina.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36.
Morin, E. (2008). On complexity. Hampton Press.
Mulyasa, E. (2021). Menjadi guru penggerak merdeka belajar. Bumi Aksara.
Nasr, S. H. (1996). Religion and the order of nature. Oxford University Press.
Nicolescu, B. (2008). Transdisciplinarity: Theory and practice. Hampton Press.
Nicolescu, B. (2014). The hidden third: Reality, knowledge, and transdisciplinarity. Quantum Publishers.
Oreg, S., et al. (2018). Dispositional resistance to change and organizational citizenship behavior. Journal of Applied Psychology, 103(5), 555–568.
Reigeluth, C. M. (2013). Instructional-design theories and models: A new paradigm of instructional theory. Routledge.
Ricoeur, P. (2016). Hermeneutics and the human sciences. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wheelahan, L. (2017). How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 38(7), 1117–1131.
Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.
Willis, J. (2009). Constructivist instructional design (C-ID): Foundations, models, and examples. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models (Vol. 3). Routledge.
Young, M., & Muller, J. (2016). Curriculum and the specialization of knowledge: Studies in the sociology of education. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Halik, Hadi Machmud, Nurdin, Imelda Wahyuni, Rahmat
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
