From Knowing to Becoming: A Metacognitive–Spiritual Pedagogy for Transformative Islamic Education in Secondary Schools
Keywords:
Metacognitive Thinking Skills, Islamic Education, Reflective Learning, Spiritual Pedagogy, Design-Based Research
Abstract
This study arises from a paradox in Islamic Religious Education (IRE): although teaching often relies on textual and rule-based methods, these have not developed students' ability to reflect or transform their values. The study aims to develop and test the Pendidikan Agama Islam Based on Metacognitive Thinking Skills (PAI-BMTS) learning model, which integrates thinking, self-awareness, and spiritual aspects into a single teaching approach. The research uses Educational Design Research (EDR), which includes stages like investigation, design, creating materials, testing, and applying them in four Indonesian secondary schools with about 300 students and 5 teachers. The results show that the PAI-BMTS model has strong validity (Aiken’s V = 0.75–0.91), good reliability (Cronbach’s Alpha = 0.922), and works well in classrooms. Evidence shows that this model increases students' self-awareness, learning techniques, and adoption of Islamic values. Qualitative results also show that teaching has shifted from memorizing to thinking and reflecting, encouraging self-examination (muhasabah) for personal growth. The main contribution of this study is the creation of Metacognitive Spiritual Pedagogy, a method that combines reflective thinking with spiritual aspects in a complete learning cycle (the metacognitive–spiritual loop). This model expands how metacognition is understood and encourages a shift in Islamic education toward more reflection and transformation. The PAI-BMTS model supports both knowledge and complete personal growth.
References
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Bensaid, B., Machouche, S. ben T., & Tekke, M. (2021). An Islamic Spiritual Alternative to Addiction Treatment and Recovery. Al-Jami’ah: Journal of Islamic Studies, 59(1), 127–162. https://doi.org/10.14421/ajis.2021.591.127-162
Biesta, G. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411
Braun, V., & Clarke, V. (2019). Reflecting on Reflexive Thematic Analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V., & Clarke, V. (2025). Reporting Guidelines for Qualitative Research: A Values-based Approach. Qualitative Research in Psychology, 22(2), 399–438. https://doi.org/10.1080/14780887.2024.2382244
Bronfenbrenner, U. (1986). Ecology of the Family as a Context for Human Development. Research Perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723
Chandaka, S. P., & Manivasakan, S. (2025). Correlational Analysis of Metacognitive Awareness and Academic Performance among Phase-1 Medical Students. International Journal of Anatomy and Research, 13(3), 9297–9305. https://doi.org/10.16965/ijar.2025.193
Chardonnens, S. (2025). Adapting educational practices for Generation Z: Integrating metacognitive strategies and artificial intelligence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1504726
Chen, M.-K., & Shih, Y.-H. (2025). The Implications of Nel Noddings’ ethics of Care for Fostering Teacher-Student Relationships in Higher Education. Frontiers in Education, 10(1), 01–07. https://doi.org/10.3389/feduc.2025.1602786
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Dewey, J. (1974). John Dewey on Education: Selected Writings. University of Chicago Press. https://books.google.co.id/books?id=eIktNQJqbHQC
Eliasson, S. (2015). The birth of language ecology: Interdisciplinary influences in Einar Haugen’s “The ecology of language.” Language Sciences, 50, 78–92. https://doi.org/10.1016/j.langsci.2015.03.007
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Ghazzali, I. (1993). Revival of Religous Learnings Imam Ghazzali’s Ihya Ulumid-Din (F. Karim, Trans.; 1st ed.). Darul Ishaat. http://archive.org/details/imamghazali_201510
Gill, S., & Thomson, G. (Eds.). (2020). Ethical education: Towards an ecology of human development. Cambridge University Press. https://doi.org/10.1017/9781108769778
Giménez, P. (2025). RETURNING TO THE ESSENTIALS: ETHICS, HUMANISM, AND RESPONSIBILITY IN UNIVERSITY EDUCATION. Analele Universitatii Din Craiova, Seria Filozofie, 2025(55), 191–216. https://doi.org/10.52846/afucv.v1i55.97
Griffel, F. (2009). Al-Ghazali’s Philosophical Theology. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195331622.001.0001
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510
Illeris, K. (2018). An overview of the history of learning theory. European Journal of Education, 53(1), 86–101. https://doi.org/10.1111/ejed.12265
Ilyas, & Suriyani. (2025). Integration of Educational Evaluation and Student Character Building in Family Resilience in Makassar City, South Sulawesi. Samarah, 9(2), 1284–1306. https://doi.org/10.22373/qfey8j84
Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience (p. 208). W. W. Norton & Company.
Jones, P. (2020a). Critical transformative learning and social work education: Jack Mezirow’s transformative learning theory. In C. Morley, P. Ablett, C. Noble, & S. Cowden (Eds.), The Routledge Handbook of Critical Pedagogies for Social Work (pp. 489–500). Taylor and Francis. https://doi.org/10.4324/9781351002042-40
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Kay, N. S. (2018). Self-awareness in personal transformation. In Handbook of Personal and Organizational Transformation (Vol. 1, pp. 183–216). Springer International Publishing. https://doi.org/10.1007/978-3-319-66893-2_22
Khun-Inkeeree, H., Mahmood, M.-H.-H., Haji-Mohd-Noor, S.-S., Kasa, M. D., Yaakob, M. F. M., Omar-Fauzee, M. S., & Sofian, F. N. R. M. (2020). Increasing teachers’ self-efficacy through regular teaching and learning supervision. Universal Journal of Educational Research, 8(7), 3002–3013. https://doi.org/10.13189/ujer.2020.080729
Krek, J., & Zabel, B. (2017). Why there is no education ethics without principles. Educational Philosophy and Theory, 49(3), 284–293. https://doi.org/10.1080/00131857.2016.1217188
Kristjánsson, K. (2015). Aristotelian character education. Taylor and Francis Inc. https://doi.org/10.4324/9781315752747
Lickona, T. (2009). Educating for Character: How Our Schools Can Teach Respect and Responsibility. Random House Publishing Group.
Lickona, T. (2013). Character education: The cultivation of virtue. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. 2, pp. 591–612). Taylor and Francis. https://doi.org/10.4324/9781410603784-32
Marlina, E., Purwaningsih, M., Siagian, A. H. A. M., Hakim, S. A., & Maryati, I. (2024). Ensuring Trustworthiness in Qualitative Research: The Role of Triangulation Techniques. In R. Throne (Ed.), Qualitative Research Methods for Dissertation Research (pp. 347–375). IGI Global. https://doi.org/10.4018/979-8-3693-3069-2.ch012
McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
Medina, J. R., & Avi, B. R. (2021). Mixed methods in education research. In C. J. Gómez-Carrasco, P. Miralles-Martínez, & R. López-Facal (Eds.), Handbook of Research on Teacher Education in History and Geography (pp. 53–70). Peter Lang AG.
Musullulu, H., Garcia-Orza, J., Gómez Vázquez, D., & Garcia-Sanz, S. (2025). Cognitive control and metacognitive awareness: Do they shape academic achievement in university students? Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1633996
Naseredine, S. B. (2026). Islam and Self-reflective Leadership. In J. Passmore, B. Bajaj, & M. C. Makhalima (Eds.), Mosaic Leadership: African, Asian, Middle Eastern and Indigenous Perspectives (pp. 157–160). wiley. https://doi.org/10.1002/9781394365166.ch19
Nasr, S. H. (with Internet Archive). (2002). The Heart of Islam: Enduring Values for Humanity. [San Francisco, Calif.] : HarperSanFrancisco. http://archive.org/details/heartofislamendu0000nasr
Noddings, N. (2012). The Caring Relation in Teaching. Oxford Review of Education, 38(6), 771–781. https://doi.org/10.1080/03054985.2012.745047
OECD. (2021). Education at a Glance 2021: OECD Indicators. Education at a Glance, 2021. https://doi.org/10.1787/b35a14e5-en
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Perry, T., Ramku, W., & Morris, R. (2026). The what, why, and how of mixing in mixed methods. In K. Morrison & B. H. See (Eds.), Handbook of Mixed Methods Research in Education (pp. 167–183). Edward Elgar Publishing Ltd. https://doi.org/10.4337/9781035326785.00021
Piaget, J. (1952). The origins of intelligence in children (p. 419). W. W. Norton & Company. https://doi.org/10.1037/11494-000
Saini, S., Singh, A., & Avikal, S. (2025). Knowledge in Transition: Policy Shifts in Global Higher Education. In D. Ö. Kiliç, M. Özkan, & S. Turan (Eds.), Exploring Knowledge Production and Policy Shifts in Global Higher Education (pp. 173–198). IGI Global. https://doi.org/10.4018/979-8-3373-1027-5.ch006
Schwehn, M. R. (2017). Good teaching: Character formation and vocational discernment. In D. S. Cunningham (Ed.), Vocation across the Academy: A New Vocabulary for Higher Education (pp. 294–314). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190607104.003.0014
Squires, V. (2023). Thematic Analysis. In J. M. Okoko, S. Tunison, & K. D. Walker (Eds.), Varieties of Qualitative Research Methods: Selected Contextual Perspectives (pp. 463–468). Springer International Publishing. https://doi.org/10.1007/978-3-031-04394-9_72
Sterling, J. S., & Moore, W. E. (1987). Weber’s Analysis of Legal Rationalization: A Critique and Constructive Modification. Sociological Forum, 2(1), 67–89.
Taufikin, M. S. I., Supa’At, Azifah, N., Nikmah, F., Kuanr, J., & Parminder. (2024). The Impact of AI on Teacher Roles and Pedagogy in the 21st Century Classroom. 2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS), 1, 1–5. https://doi.org/10.1109/ICKECS61492.2024.10617236
Taufikin, T., Nurhayati, S., & Harun, M. (2025). Reimagining Classroom Equality: An Academic Inquiry into Surah Al-Fatihah’s Core Values for Inclusivity in Education. Dinamika Ilmu, 25(1), 23–44. https://doi.org/10.21093/di.v25i1.10008
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Published
2026-06-06
How to Cite
Hajirin Nur, M., Zurqoni, Majid, A., Taufikin, T., & Adeleke Adeoye , M. (2026). From Knowing to Becoming: A Metacognitive–Spiritual Pedagogy for Transformative Islamic Education in Secondary Schools. GHAITSA : Islamic Education Journal , 7(2), 56-70. https://doi.org/10.62159/ghaitsa.v7i2.2151
Section
Articles
Copyright (c) 2026 Muhammad Hajirin Nur, Zurqoni, Abdul Majid, Taufikin Taufikin, Moses Adeleke Adeoye
This work is licensed under a Creative Commons Attribution 4.0 International License.
