The Application of Discovery Learning Theory by Jerome Bruner in Qur’anic Tafsir Learning

Abstract

Learning Qur’anic exegesis (Tafsir) in Islamic educational institutions is still dominated by lecture and memorization methods, which often position students as passive recipients of knowledge. This learning pattern limits students’ critical, exploratory, and contextual understanding of the Qur’an. This article examines the application of Jerome Bruner’s Discovery Learning model as an alternative pedagogical approach in Tafsir instruction. Using a qualitative literature-based study, it analyzes classical and contemporary sources from both learning theory and Qur’anic exegesis perspectives. The study finds that Discovery Learning is epistemologically, pedagogically, and psychologically relevant, as it engages students actively in discovering the meanings of verses through contextual exploration, linguistic analysis, comparison of mufassir opinions, and critical reflection. Effective implementation requires guided discovery, mastery of prerequisite knowledge, authentic problem-solving, collaboration, reflection, and validation using authoritative Tafsir sources. Applying this model enhances deep comprehension, critical thinking, and the relevance of Qur’anic understanding to contemporary life. Discovery Learning thus represents a strategic and transformative approach for active, meaningful, and contextual Tafsir education.