MODEL DISCOVERY LEARNING PAI DALAM MENINGKATKAN KEMAMPUAN KOGNITIF DAN KEBERMAKNAAN BELAJAR SISWA KELAS VIII SMPN 4 BANDAR LAMPUNG

Ahmad, Syafak Khoirut Tobib (2026) MODEL DISCOVERY LEARNING PAI DALAM MENINGKATKAN KEMAMPUAN KOGNITIF DAN KEBERMAKNAAN BELAJAR SISWA KELAS VIII SMPN 4 BANDAR LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di sekolah sering kali masih bersifat teacher-centered sehingga proses belajar cenderung menekankan pada penyampaian materi dan hafalan konsep, sementara pengembangan kemampuan berpikir tingkat tinggi dan kebermaknaan belajar peserta didik belum optimal. Padahal pembelajaran PAI seharusnya mampu mendorong peserta didik untuk berpikir kritis, memahami nilai-nilai keislaman secara mendalam, serta mengaitkannya dengan realitas kehidupan sehari-hari. Salah satu model pembelajaran yang dapat mendukung proses tersebut adalah Discovery Learning, yaitu model pembelajaran yang menekankan proses penemuan pengetahuan secara aktif oleh peserta didik. Penelitian ini bertujuan untuk menganalisis penerapan model Discovery Learning dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti melalui enam tahapan utama, yaitu stimulation, problem statement, data collection, data processing, verification, dan generalization, serta mengkaji kontribusinya dalam meningkatkan kemampuan kognitif dan kebermaknaan belajar siswa kelas VIII di SMP Negeri 4 Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data penelitian diperoleh melalui teknik observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara tematik dengan bantuan perangkat lunak NVivo untuk mengorganisasi, mengkode, dan memetakan pola temuan penelitian. Selain itu, perangkat lunak VOSviewer digunakan untuk melakukan analisis bibliometrik terhadap penelitian terdahulu guna memetakan kecenderungan kajian terkait Discovery Learning, kemampuan kognitif, dan meaningful learning. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning dalam pembelajaran PAI dilaksanakan melalui enam tahapan utama, yaitu stimulation, problem statement, data collection, data processing, verification, dan generalization. Setiap tahapan pembelajaran mendorong keterlibatan aktif peserta didik dalam proses eksplorasi, analisis, dan penarikan kesimpulan. Implementasi model ini terbukti mampu meningkatkan kemampuan kognitif siswa pada ranah berpikir tingkat tinggi (C4–C6) serta mendorong terbentuknya kebermaknaan belajar, di mana peserta didik mampu mengaitkan pengetahuan baru dengan pengalaman dan pengetahuan sebelumnya. Dengan demikian, model Discovery Learning dapat menjadi alternatif strategi pembelajaran yang efektif dalam meningkatkan kualitas pembelajaran Pendidikan Agama Islam dan Budi Pekerti. ABSTRACK The learning of Islamic Religious Education and Character Education in schools is often still teacher-centered, so the learning process tends to emphasize the delivery of material and the memorization of concepts. As a result, the development of students‟ higher-order thinking skills and meaningful learning has not been optimally achieved. In fact, Islamic Religious Education should encourage students to think critically, understand Islamic values deeply, and relate them to the realities of daily life. One learning model that can support this process is Discovery Learning, which emphasizes the active process of knowledge discovery by students. This study aims to analyze the implementation of the Discovery Learning model in Islamic Religious Education and Character Education through six main stages, namely stimulation, problem statement, data collection, data processing, verification, and generalization, as well as to examine its contribution to improving the cognitive abilities and meaningful learning of eighth-grade students at SMP Negeri 4 Bandar Lampung. This study employed a qualitative approach with a descriptive research design. The data were collected through observation, interviews, and documentation. Data analysis was conducted thematically with the assistance of NVivo software to organize, code, and map patterns of research findings. In addition, VOSviewer software was used to conduct a bibliometric analysis of previous studies in order to map research trends related to Discovery Learning, cognitive abilities, and meaningful learning. The results of the study indicate that the implementation of the Discovery Learning model in Islamic Religious Education learning is carried out through six main stages: stimulation, problem statement, data collection, data processing, verification, and generalization. Each stage encourages students‟ active involvement in the processes of exploration, analysis, and conclusion drawing. The implementation of this model has been proven to improve students‟ cognitive abilities in higher-order thinking levels (C4–C6) and to promote the formation of meaningful learning, where students are able to connect new knowledge with their prior knowledge and learning experiences. Therefore, the Discovery Learning model can serve as an effective alternative learning strategy to enhance the quality of Islamic Religious Education and Character Education learning.

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