Teori Pembelajaran Transformatif Jack Mezirow dan Relevansinya terhadap Pembentukan Kesadaran Kritis dalam Pendidikan Islam

Abstract

Transformative learning theory provides a conceptual framework for understanding how individuals reconstruct meaning through critical reflection and perspective transformation. This study aims to analyze Jack Mezirow’s transformative learning theory and its relevance to the formation of critical consciousness in Islamic education. This research employed a qualitative library research approach using Transformative Dimensions of Adult Learning (1991) as the primary source, supported by relevant academic literature discussing transformative learning, critical reflection, and Islamic education. Data were analyzed through qualitative content analysis with an interpretative approach. The findings indicate that Mezirow’s theory explains learning as a process of meaning reconstruction through meaning schemes, meaning perspectives, critical reflection, rational discourse, and perspective transformation. The study further shows that critical reflection functions as a mechanism for developing reflective understanding, while critical consciousness represents an educational orientation within Islamic education. The theory contributes as an analytical framework but requires contextualization with Islamic moral, spiritual, and social values.