ANALYSIS OF COGNITIVE CONSTRUCTIVISM IN LEARNING SYSTEM OF KITAB AL-BALAGHAH AL-WADLIHAH DI MA’HAD ALY SALAFIYAH BANGIL

Abstrak

ABSTRACT

This study aims to analyze the conceptual design of learning in Al-Balaghah al-Wadihah and its implementation in classroom practice at Ma’had Aly Salafiyah Bangil within the framework of Jean Piaget’s Cognitive Constructivism. The research employs a qualitative case study approach. Data were collected through document analysis of the structure of the Isti‘arah chapter, complemented by classroom observation and documentation of learning evaluations. Data analysis was conducted using content analysis to examine the conceptual structure of the book and thematic analysis to explore classroom practices, with direct mapping onto three core concepts of cognitive constructivism. The findings focus integratively on three principles of cognitive constructivism. First, assimilation–accommodation is reflected in the structure of al-amtsilah (examples) and al-bahṡ (analytical discussion), which require students to integrate and adjust prior knowledge when reconstructing meaning from examples before arriving at general formulations. This process is actualized in classroom practices through guided reading, explanation, and student responses. Second, concept formation is developed at the stage of formulating the al-qa‘idah (rule), al namudzaj (model), al ijabah(answer) serving as the conceptual crystallization of the preceding analytical process. In practice, this stage is reinforced through systematic explanation, guided memorization, presentations, and students’ explanation of answers, enabling a stable formation of the concept of isti‘arah (metaphor). Third, equilibration is evident in the design of al-tamrinat (exercises), which are analytical and transformational in nature, as well as in direct corrective feedback that restores cognitive balance when misconceptions occur. The findings indicate that the conceptual design of the book and its pedagogical practices form a structurally coherent system aligned with the mechanisms of cognitive constructivism. This study contributes to strengthening the pedagogical reading of classical Islamic texts (turāth) within the framework of modern learning theory in Islamic higher education.

Keywords: Constructivism, Cognitive, Learning, Balaghah.