Qur’anic Parables as Cognitive Bridges for Teaching Abstract Concepts in Education
DOI:
https://doi.org/10.15408/tjems.v13i1.53834Keywords:
Qur’anic parables, abstract concepts, analogy-based learning, Islamic education, multisensory learning, perumpamaan Al-Qur’an, konsep abstrak, pembelajaran analogis, pendidikan Islam, pembelajaran multisensoriAbstract
Abstract
Abstract and unseen concepts in religious education can be difficult to teach when instruction remains predominantly verbal. This study examines how Qur’anic parables can function as cognitive bridges by linking abstract religious ideas to concrete representations in higher-education classrooms. A qualitative classroom-based inquiry combined thematic interpretation of selected Qur’anic passages with classroom observations, student presentations, semi-structured interviews, and analysis of instructional artifacts. Four focal concepts (angelic appearance in human form, resurrection, kalimah tayyibah (kind words), and riya’ (showing off)) were explored through parable-based demonstrations and learning aids. Thematic analysis produced three interrelated findings. First, Qur’anic parables mediated conceptual understanding by connecting textual meanings with familiar images and sequences. Second, visual demonstration and direct interaction with learning aids supported students’ analogical reasoning and perceived recall, although memory retention was not measured objectively. Third, student questions, presentations, and reflective discussion encouraged interpretive engagement rather than passive reception. The findings suggest that Qur’anic parables can support meaningful learning when the analogy is clearly distinguished from the theological reality it represents.
Abstrak
Konsep abstrak dan perkara gaib dalam pendidikan agama sering sulit dipahami ketika pembelajaran bertumpu pada penjelasan verbal. Penelitian ini mengkaji bagaimana perumpamaan Al-Qur’an dapat berfungsi sebagai jembatan kognitif yang menghubungkan gagasan keagamaan yang abstrak dengan representasi konkret di kelas perguruan tinggi. Penelitian menggunakan pendekatan kualitatif berbasis kelas dengan memadukan penafsiran tematik terhadap ayat-ayat terpilih, observasi kelas, presentasi mahasiswa, wawancara semi-terstruktur, dan analisis artefak pembelajaran. Empat konsep menjadi fokus, yaitu penampakan malaikat dalam bentuk manusia, kebangkitan, kalimah tayyibah, dan riya’. Analisis tematik menghasilkan tiga temuan yang saling berkaitan. Pertama, perumpamaan Al-Qur’an membantu memediasi pemahaman dengan menghubungkan makna teks dengan gambaran dan urutan yang lebih familiar. Kedua, demonstrasi visual dan interaksi langsung dengan alat bantu mendukung penalaran analogis serta ingatan yang dirasakan mahasiswa, meskipun retensi memori tidak diukur secara objektif. Ketiga, pertanyaan, presentasi, dan diskusi reflektif mendorong keterlibatan interpretatif. Temuan menunjukkan bahwa perumpamaan Al-Qur’an dapat mendukung pembelajaran bermakna apabila batas antara analogi pembelajaran dan realitas teologis tetap dijelaskan secara tegas.
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