RECONSTRUCTION OF COGNITION-BASED PAI LEARNING DISIPLINE : AN ANALYSIS OF PIAGET’S AND BRUNER’S THEORIES IN A CONTEMPORARY ISLAMIC PERSPECTIVE
Kata Kunci:
learning discipline, islamic educaton, cognitivism, Bruner, PiagetAbstrak
The problem of learning discipline in Islamic Education (PAI) in the contemporary era is not only related to violations of discipline, but also reflects the weak cognitive awareness of students in understanding the meaning and rationality of religious values. The practice of PAI discipline has been dominated by a behavioristic approach that emphasizes punitive compliance through external control, thus potentially giving birth to pseudo-discipline that is not sustainable. This article aims to reconstruct the concept of cognition-based PAI learning discipline through a synergistic analysis of Jean Piaget's theory of cognitive development and Jerome Bruner's discovery learning theory in the perspective of contemporary Islam. This research uses a qualitative approach with the type of library research, with the main data source in the form of theoretical works of Piaget and Bruner which is strengthened by scientific literature related to cognitivism, learning discipline, and Islamic education. The analysis was carried out through content analysis techniques with a comparative approach and conceptual synthesis. The results of the study show that the integration of Piaget's equilibrium mechanism and Bruner's discovery learning stages allows the reconstruction of learning discipline as a form of self-regulation born from the maturity of cognitive structure and the internalization of values, rather than just compliance with sanctions. Conceptually, this study emphasizes that the discipline of PAI learning should ideally be understood as intellectual-spiritual awareness rooted in the role of reason and manners. The theoretical implications of this research offer a more humanistic, reflective, and relevant PAI disciplinary framework to the challenges of contemporary Islamic education.
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