Desain Pembelajaran Kolaboratif Abad 21 Berbasis Nilai Al-Qur’an Dan Kontribusinya Bagi Murid Introver

Abstrak

Penelitian ini bertujuan merumuskan dan menganalisis Quranic Collaborative Learning Innovation (QCLI) sebagai model pembelajaran kolaboratif abad ke-21 yang ramah terhadap murid introver dengan mengintegrasikan nilai-nilai Al-Qur’an dan prinsip psikologi pendidikan. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan yang dikonfirmasi dengan observasi, wawancara, dan Focus Group Discussion (FGD). Analisis data dilakukan melalui tafsir tematik terhadap ayat-ayat Al-Qur’an yang relevan, sintesis kajian literatur, serta validasi ahli (expert judgement) untuk memastikan kelayakan konseptual dan aplikatif model. Hasil penelitian menunjukkan bahwa QCLI dibangun atas lima sintaks nilai Qur’ani, yaitu tasyakkur, ta‘aruf, ta‘awun, tafakkur, dan tadzkiyah, yang membentuk pembelajaran kolaboratif, reflektif, inklusif, dan humanis. Validasi ahli menegaskan bahwa model ini layak dikembangkan dan berpotensi meningkatkan partisipasi, kenyamanan psikologis, serta penguatan karakter murid introver dalam pembelajaran abad ke-21.

This study aims to formulate and analyze the Quranic Collaborative Learning Innovation (QCLI) as a 21st-century collaborative learning model that is friendly to introverted students by integrating Qur’anic values and principles of educational psychology. The study employs a qualitative approach through a literature review confirmed by observations, interviews, and Focus Group Discussions (FGDs). Data analysis is conducted through thematic interpretation of relevant Qur’anic verses, synthesis of literature, and expert judgment to ensure the conceptual and practical feasibility of the model. The findings indicate that QCLI is built upon five Qur’anic value-based syntaxes, namely tasyakkur, ta‘aruf, ta‘awun, tafakkur, and tadzkiyah, which shape collaborative, reflective, inclusive, and humanistic learning. Expert validation confirms that the model is feasible to be developed and has the potential to enhance participation, psychological comfort, and character development of introverted students in 21st-century learning.