Rekonstruksi Epistemologi Pembelajaran Bahasa Arab Dalam Perspektif Pendidikan Islam: Kritik Atas Behaviorisme Dan Konstruktivisme
DOI:
https://doi.org/10.61798/wjpe.v5i2.1056Keywords:
pembelajaran bahasa Arab; rekonstruksi epistemologi; pendidikan IslamAbstract
Artikel ini bertujuan merekonstruksi epistemologi pembelajaran bahasa Arab dalam perspektif pendidikan Islam melalui kritik terhadap behaviorisme dan konstruktivisme. Penelitian menggunakan metode studi pustaka dengan pendekatan filosofis-komparatif dan analisis kritis terhadap literatur tentang teori belajar, pembelajaran bahasa Arab, dan epistemologi pendidikan Islam. Hasil kajian menunjukkan bahwa behaviorisme berkontribusi dalam pembentukan habitus linguistik melalui latihan, pengulangan, imitasi, dan penguatan, tetapi terbatas karena cenderung mekanistik. Sementara itu, konstruktivisme mendorong peserta didik membangun pengetahuan secara aktif melalui pengalaman dan interaksi, namun belum menempatkan wahyu sebagai landasan epistemologis utama. Artikel ini menawarkan model layered epistemology yang mengintegrasikan tiga lapisan, yaitu pembiasaan linguistik, konstruksi makna, dan internalisasi nilai Islam berbasis wahyu dan adab. Model ini menempatkan pembelajaran bahasa Arab sebagai proses intelektual-spiritual yang mengintegrasikan penguasaan keterampilan bahasa, pembentukan makna, pengembangan nalar keilmuan, dan pembinaan karakter beradab dalam kerangka pendidikan Islam.
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