Meredam Kelelahan Kognitif Siswa PAI: Eksplorasi Fenomenologis Apersepsi Budaya Populer sebagai Sapaan Eksistensial
DOI:
https://doi.org/10.24252/asma.v8i2.70492Keywords:
apperception, popular culture, phenomenology of practice, pedagogical tact, contemporary parablesAbstract
Islamic Religious Education (PAI) instruction during the final school hours is frequently hindered by students' physical and cognitive exhaustion, which decreases their learning readiness. Teachers often conduct the apperception phase merely as an administrative routine. Consequently, students' pre-reflective fatigue receives inadequate pedagogical handling. This study aims to explore students' pre-reflective experiences when responding to popular-culture-based audiovisual apperception. This qualitative research applies Max van Manen's phenomenology of practice approach. The participants consisted of eight students and two PAI teachers selected through purposive sampling. Data were collected through in-depth interviews and classroom observations. The results indicate that popular-culture audiovisual media functions as more than a mere cognitive instructional tool. It serves as an initial pedagogical stimulus that directly addresses students' bodily conditions. This stimulus triggers a shock moment that restores four dimensions of students' basic experiences: the lived body, lived time, lived space, and lived other. This restoration of bodily awareness occurs instantly before their cognitive processing is demanded to work. These findings suggest that PAI teachers must shift from a cognitive-transmission orientation toward mastering pedagogical tact to ethically address the dynamics of students' physical exhaustion during the apperception phase.
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