Rekonstruksi Pembelajaran Berdiferensiasi Pendidikan Agama Islam Berbasis Kognisi Qur'ani dan Neurosains: Model SAFA
Pembelajaran Berdiferensiasi, Pendidikan Agama Islam, Gaya Belajar, Neurosains, QS. An-Nahl ayat 78
Abstract
Pembelajaran berdiferensiasi dalam Pendidikan Agama Islam (PAI) masih sering dipraktikkan dengan mengelompokkan peserta didik ke dalam tipe visual, auditori, atau kinestetik. Praktik tersebut bermasalah karena hipotesis pencocokan gaya belajar tidak memperoleh dukungan empiris yang memadai dan berpotensi membatasi pengalaman belajar peserta didik. Artikel ini bertujuan merekonstruksi diferensiasi pembelajaran PAI melalui dialog antara QS. An-Nahl [16]: 78, psikologi kognitif, dan neurosains pembelajaran. Penelitian menggunakan metode kepustakaan kualitatif dengan pendekatan integratif-konseptual. Sumber primer meliputi ayat Al-Qur'an, karya tafsir, dan literatur psikologi Islam; sedangkan sumber sekunder berupa artikel peer-reviewed tentang gaya belajar, integrasi multisensori, pembelajaran multimedia, dan diferensiasi. Data dianalisis melalui pembacaan tekstual, pengodean tematik, perbandingan antarperspektif, dan sintesis model. Hasil kajian menunjukkan tiga temuan. Pertama, preferensi modalitas perlu dibedakan dari klaim bahwa hasil belajar meningkat ketika metode mengajar dicocokkan dengan label VAK. Kedua, QS. An-Nahl [16]: 78 menggambarkan arsitektur kognisi yang integratif melalui as-sam', al-abshar, dan al-af'idah dengan orientasi syukur. Ketiga, sintesis kedua perspektif menghasilkan Model SAFA: Sam' sebagai penerimaan-dialog, Abshar sebagai observasi-representasi, Fu'ad sebagai integrasi makna dan penilaian moral-spiritual, serta Amal sebagai aktualisasi pengetahuan. Model ini mengarahkan diferensiasi pada variasi representasi, dukungan, aktivitas, dan produk belajar tanpa pelabelan tetap. Artikel menyimpulkan bahwa pembelajaran PAI yang evidence-informed sekaligus berorientasi wahyu perlu bersifat multimodal, reflektif, kontekstual, dan transformatif.
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