Inovasi Strategi Kolaboratif-Kreatif Guru PAI untuk Mewujudkan Pengalaman Belajar Religius yang Bermakna bagi Siswa
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Abstract
Background: The rapid shift of the digital era demands a pedagogical transformation in Islamic Education (PAI) to move beyond conventional, teacher-centered approaches that often result in passive rote learning. Traditional methods frequently fail to generate active student participation, causing a significant gap between theoretical religious knowledge and authentic character internalization.
Purpose: This study aims to analyze the integration of collaborative-creative strategies in PAI and conceptualize how this unified pedagogical framework fosters meaningful religious learning experiences by triggering multidimensional student engagement.
Methods: A qualitative library research approach is utilized, selecting credible academic literature, journals, and books published within the last five years. Data were systematically analyzed using interpretive-critical content analysis to synthesize the relationship between collaborative-creative teaching, multidimensional engagement, and meaningful learning.
Results: The findings reveal that combining collaborative dimensions (dialogue, problem-based cooperation, shared accountability) and creative elements (possibility thinking, media diversification, innovative problem-solving) forms a reciprocal, non-dualistic pedagogical framework. This integration actively drives cognitive, emotional, and social engagement. Consequently, this deep engagement serves as a catalyst for meaningful religious learning experiences, marked by value personalization, existential reflection, social-ecological praxis, and spiritual resilience.
Implication: This study implies that PAI educators must transition from mere knowledge transmission to structured collaborative-creative designs. Furthermore, teacher training programs and curriculum assessment systems should be reformed toward authentic, project-based models to systematically cultivate holistic religious characters.
Originality: This study introduces a novel conceptual model that explicitly links collaborative-creative strategies to meaningful religious learning experiences through the mediating variable of multidimensional student engagement, offering an integrated theoretical framework that synthesizes social constructivism, creative pedagogy, and experiential learning in modern Islamic education.
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