Constructivist Learning in Indonesian Islamic Boarding Schools: A Critical Discourse Analysis of English Lesson Plans

Abstract

Jean Piaget’s constructivist theory emphasizes active knowledge construction, yet its application in Indonesian Islamic Boarding Schools (IIBS) remains limited. This phenomenological case study examines how constructivist principles are integrated into IIBS English lesson plans using a critical discourse analysis approach. Seven lesson plans from an IIBS in East Java were analyzed over six months. Fairclough’s critical discourse analysis (CDA) was employed to examine power dynamics and ideological influences in classroom discourse within the lesson plans. Findings revealed that while constructivist elements such as problem-based learning, collaborative discussions, and metacognitive reflection are present, their implementation is constrained by hierarchical teacher-student relationships and religious-nationalist discourse framing. Lesson plans encourage active engagement but often reinforce predefined moral and ideological narratives, limiting opportunities for critical inquiry and independent knowledge construction. Despite this, Piagetian principles align with certain Islamic educational traditions, such as ijtihad (independent reasoning) and shura (consultative learning), providing potential avenues for deeper cognitive engagement. This study empirically contributes to qualitative evidence on how Piaget’s constructivist theory is applied within IIBS. This study also offers a practical hybrid pedagogical approach that combines experiential learning with structured guidance, fostering critical thinking without disrupting Islamic traditions.