Jurnal Pendidikan Islam 9 (2) (2023) 157-168 p-ISSN: 2355-4339

DOI: 10.15575/jpi.v9i2.24374 e-ISSN: 2460-8149

http://journal.uinsgd.ac.id/index.php/jpi

PROBING EXPERIENTIAL LEARNING APPROACH IN ISLAMIC RELIGIOUS

EDUCATION

Hanif Cahyo Adi Kistoro

Universitas Ahmad Dahlan Yogyakarta
Jalan Kolektor Ring Road Selatan, Tamanan Banguntapan Bantul Yogyakarta 55166, Indonesia
Email: [email protected]

Eva Latipah
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Jl. Marsda Adisucipto no. 1, Kabupaten Sleman Yogyakarta 55221, Indonesia
Email: [email protected]

Norhapizah Mohd Burhan

Akademi Pengajian Islam Kontemporari (ACIS), University Teknologi MARA Cawangan Pahang
(Kampus Jengka), Pahang, Malaysia
Lintasan Semarak, Bandar Jengka, 26400 Bandar Tun Razak, Pahang, Malaysia
Email: [email protected]

Received: 3, 2023. Accepted: 12, 2023. Published: 12, 2023.

ABSTRACT
This study delves into the effective strategies employed in Islamic religious education to illuminate the
nexus between instructional approaches and subject matter alignment. Utilizing a qualitative research
methodology with a phenomenological orientation, the investigation involved fifteen high school Islamic
religious education teachers. Participants were selected using a purposive technique, focusing on
eligibility criteria specific to Islamic religious education instructors. Data collection took place through
structured interviews with an interview protocol, followed by analysis stages encompassing data
collection, reduction, and interpretation. The results discern five overarching themes elucidating the
strategies employed in teaching Islamic religious education. Firstly, three schools integrated experiential
learning into their pedagogical approach, intertwining it with discussion strategies. Secondly, the
application of experiential learning strategies is more straightforward with less intricate subject matter.
Thirdly, addressing complex topics necessitates teachers to demonstrate competencies across
pedagogical, personal, professional, and social dimensions. Fourthly, not all students readily engage in
experiential learning due to unfamiliarity with articulating personal experiences as educational content.
Lastly, the study advocates for incorporating advanced methods to tackle complex subject matter. These
findings offer a foundational reference for future research endeavors, acknowledging the study's
limitations and the recommendations proposed.
Keywords: Experiential Learning, Islamic Religious Education, Learning Strategy

ABSTRAK
Kunci untuk mencapai hasil pembelajaran yang efektif terletak pada penerapan strategi yang selaras dengan materi
pelajaran. Penelitian ini berupaya menjelaskan strategi yang digunakan dalam ranah pendidikan agama Islam. Dengan
menggunakan pendekatan penelitian kualitatif yang berorientasi fenomenologis, penelitian ini melibatkan lima belas guru
pendidikan agama Islam SMA sebagai responden. Pemilihan peserta dilakukan secara metodis dengan teknik purposif,
dengan kriteria kelayakan berfokus pada guru pendidikan agama Islam. Data dikumpulkan melalui wawancara
terstruktur dengan menggunakan protokol wawancara. Analisis data terungkap melalui tahapan pengumpulan data,
reduksi data, dan interpretasi data. Hasil analisis ini menggambarkan lima tema utama yang mendasari strategi yang
digunakan dalam pengajaran pendidikan agama Islam. Gambaran pertama mengungkapkan bahwa, di tiga sekolah
yang diteliti, para guru telah mengintegrasikan pembelajaran berdasarkan pengalaman ke dalam pendekatan pedagogi
mereka, menggabungkannya dengan strategi diskusi. Yang kedua menyoroti bahwa penerapan strategi pembelajaran
H. C. A, Kistoro., E. Latipah., N. M. Burhan

berdasarkan pengalaman cenderung lebih mudah dalam kasus-kasus yang melibatkan materi pelajaran yang tidak terlalu
rumit. Hal ketiga menjadi jelas bahwa ketika menangani topik yang lebih kompleks, guru harus menunjukkan
kompetensi di seluruh dimensi pedagogi, pribadi, profesional, dan sosial. Poin keempat menggarisbawahi bahwa tidak
semua siswa siap terlibat dalam proses pembelajaran berdasarkan pengalaman, terutama karena mereka tidak terbiasa
mengartikulasikan pengalaman pribadi sebagai konten pendidikan. Kelompok kelima menganjurkan penggabungan
metode yang lebih maju untuk mengatasi permasalahan yang kompleks. Temuan-temuan ini siap menjadi referensi dasar
untuk upaya penelitian di masa depan, selaras dengan keterbatasan penelitian dan rekomendasi yang diajukan.
Kata Kunci: Strategi Belajar, Pengalaman Belajar, Pendidikan Agama Islam, Kompetensi

INTRODUCTION
Religious education is a component of the national education system, spanning from elementary
school through university levels. In the context of high school education, it serves as a means
of enhancing the religious literacy of students, a point underscored by (Skerrett, 2014). Religious
education plays a pivotal role in shaping and nurturing the foundation of national character
education. By cultivating students' character in alignment with the values of faith and piety, it
contributes to the creation of well-rounded individuals who embody the essence of a complete
Indonesian citizen.
Conversely, as an applied science discipline, religious education maintains a strong
connection with an individual's capacity to evolve into a well-rounded citizen, possessing the
competence to comprehend and apply the fundamental tenets of tolerance, democracy, and
responsibility. This perspective aligns with the viewpoint articulated by (Sakai & Isbah, 2014),
which underscores the idea that heightened religiosity has played a significant role in the
expansion of socially engaged religious organizations, leveraged to address societal issues.
The challenge that arises from this situation pertains to the necessity for effective
instructional approaches when conveying abstract materials within Islamic religious education.
This complexity prompts educators, in this case, teachers, to seek out an appropriate
pedagogical method. Considering both the characteristics of student learning and the unique
attributes of religious knowledge, one of the learning models found to be suitable is the
experiential learning model. This model places significant emphasis on the significance of
students' personal experiences. Experiential education, in particular, underscores the deliberate
involvement of educators with students in direct experiences and dedicated reflection to
enhance knowledge, cultivate skills, clarify values, and foster individuals' abilities to contribute
to their communities (Gross & Rutland, 2017).
Within the realm of education, firsthand experiences assume a pivotal role in shaping an
individual's knowledge development (Clark & Zimmerman, 2014). A student's experiences are
instrumental in infusing significance into the subject matter they are studying. This meaningful
knowledge equips students with problem-solving capabilities, enabling them to address
challenges effectively. In the context of high school education, including religious education
(Islam), this implies that students must embrace a higher degree of self-directed learning,
exercise discipline in time management, and engage in more focused and intensive learning
activities. These actions empower students to demonstrate productivity, creativity, and
innovation (Kormos & Csizér, 2014).
Student experiences serve as a valuable educational asset for the development of
knowledge, in line with the perspective presented (Reigeluth et al., 2017). Experiential learning
follows a four-stage process, comprising: Concrete experience; Observation and reflection;
Formation of abstract concepts and generalizations, and Testing implementations (Kolb, 2015).
A more detailed representation of these stages can be found in Figure 1.

158 Vol. 9, No. 2, December 2023 M/1445 H

 Probing Experiential …

Figure 1. Lewin's Experiential Learning Cycle Adaptation Model

The experiential learning model places the student at the centre of the learning process.
This signifies that the primary actors engaged in the learning journey are the students
themselves, rather than the teachers. In this framework, students assume control over their
learning and inquiries, enabling them to be self-reliant and accountable for their educational
progress. The experiential learning model is characterized by a focus on active participation,
with students frequently engaging in activities, trials, experiments, role-playing, demonstrations,
and other hands-on experiences as part of their learning process (Cahyo et al., 2022).
Building upon the contextual issues described above, a number of challenges come to the
forefront. One such issue pertains to the presence of high school teachers who have already
integrated experiential learning models into their teaching methods. This approach, rooted in
experiential learning, is designed to enhance educational outcomes. Furthermore, it recognizes
experience as a strategic tool for enhancing students' creativity and innovation(O’Connor et al.,
2018). The predicaments surrounding the strategy of Islamic religious education in high schools
encompass various facets, including the delivery of course materials, the readiness of students,
the utilization of educational resources, and more.
Recent research in the field of education has demonstrated an increase in students'
comprehension of the subject matter when employing experiential learning. The research
conducted by Apdoludin and Martinissyamin in 2022 concluded that fostering critical thinking
alongside experience and autonomy yields enhanced learning outcomes compared to traditional
methods. These findings align with the results of McCarthy's research, which affirmed the
positive outcomes associated with experiential or active learning. Such approaches promote
students' capacity for independent learning, stimulate creativity, encourage inquiry, and enable
reflective thinking based on experiential knowledge, thus optimizing students' abilities. In a
similar vein, Hawtrey's research in 2007 revealed that experiential learning greatly aids students
in recognizing their potential and empowers them to develop that potential, a discovery that
holds true even at the tertiary level.
The novelty of this research to demonstrate that the aforementioned descriptions
collectively emphasize the objective of high school education, which is to foster independence
while considering students' life experiences as a means to address the challenges they encounter.
Consequently, it strongly advocates the adoption of an experiential learning model to tap into
students' potential, grounded in their abilities and prior experiences.
The primary focus of this investigation is to delineate the tactics employed by high school
IRE teachers during the process of instruction. The pedagogical approach employed at the high
school level is characterized by experiential learning. Recognizing the pivotal importance of
teachers' competence in the realm of IRE and their contribution to enhancing educational

Vol. 9, No. 2, December 2023 M/1445 H 159

H. C. A, Kistoro., E. Latipah., N. M. Burhan

quality, this research centres on the meticulous examination of the instructional strategies
implemented by high school teachers.

METHOD
This study uses a phenomenological approach according to the type of qualitative
research(Kistoro et al., 2021). The main data sources or participants are IRE teachers at senior
high schools in Yogyakarta. With the large number of schools that will be participants, the
researcher determines the main participants using a purposive technique, where the informants
are selected according to the provisions or criteria that have been made, namely all of them are
special IRE teachers in high school which are favorite schools. The planned number is 15
participants representing each region in Yogyakarta which includes Yogyakarta City, Bantul
Regency, Sleman, Gunung Kidul and Kulonprogo. This selection is based on reasons as a
regional representation in carrying out religious learning at the high school level. In addition,
another consideration is a large number of students which is the reason for determining
participants. The characteristics of the participants involved in this study can be shown in Table
1.
Table 1. Participants' Profile from Senior High Schools
School Domicile Status Male female Total
Yogyakarta IRE Teacher 2 1 3
Sleman IRE Teacher 3 0 3
Kulonprogo IRE Teacher 2 1 3
Bantul IRE Teacher 1 2 3
Gunung Kidul IRE Teacher 3 0 3
Total 15
Source: results of interviews in the field
The research commences with the initial observational phase, which serves as one of the
methods for collecting data and assessing the learning system in place. Subsequently, the next
step involves conducting comprehensive interviews with the respondents to gain deeper insights
into the learning strategies employed. These interviews encompass various aspects, including
the preparatory stages of learning, the actual implementation of the learning process, and the
subsequent evaluation of the learning that has transpired.
The process of data collection was initiated following the receipt of approval to collect
data from the IRE study program. Out of the originally planned 10 IRE teacher participants,
data were successfully obtained from 5 participants through in-depth interviews. However, there
were other intended participants from whom data could not be acquired due to various reasons,
including scheduling conflicts with school exams or other unforeseen circumstances. Each
interview, lasting between 15 and 25 minutes, was meticulously recorded using a tape recorder
to ensure high-quality data. Following the interviews with all informants, the data were
subsequently transcribed verbatim, word for word. The transcripts of the interview data were
then systematically coded based on key themes and sentences deemed significant for the ensuing
analysis.
The significant phrases are subsequently condensed or categorized into specific themes,
aligning with the discourse, following the approach presented (Secolsky & Denison, 2012). The
meanings embedded within these distinct themes are then synthesized into a comprehensive
overarching theme through the creation of in-depth and comprehensive descriptions. The final
step in the analysis involves interpreting the data by interconnecting and elucidating the
outcomes of the reduction process in accordance with the overarching themes established

160 Vol. 9, No. 2, December 2023 M/1445 H

 Probing Experiential …

RESULTS AND DISCUSSION

Implementation of an IRE learning model based on experiential learning
Based on the analysis and discussions, it can be deduced that three IRE teachers have
employed an experiential learning model as part of their instructional strategy. In contrast, two
teachers have adhered to traditional or classical lecture-based teaching methods. These
conclusions have been drawn from an examination of five interview transcripts with
respondents. These interviews have unveiled five principal themes shedding light on the
instructional approaches adopted by these educators within the classroom.
The first theme underscores that three high school IRE teachers have adopted a student-
experience-based learning model, often complemented with discussion-based methods.
Consequently, students have exhibited enhanced comprehension and a deeper grasp of IRE
subject matter. IRE teachers frequently encounter challenges in explaining abstract content,
such as the significance of prayer. An effective approach involves prompting students to share
insights about their personal experiences and feelings after prayer, aiding their understanding
and benefiting from their growing maturity and encouragement for rational thinking, thereby
streamlining the learning process (Teacher S, personal communication, September 2022)
The essence of this experiential learning strategy aims to encourage students to engage in
introspection and independent thinking, drawing upon experiences acquired in their everyday
lives and immediate surroundings. Given the intricate nature of religious education, students are
nurtured to develop critical thinking skills, absorb and internalize the instructional materials,
ensuring a comprehensive understanding that can be practically applied. This learning approach
is particularly well-suited for adult education, with the foundation of experiential learning being
the firsthand experiences encountered by the students themselves.
Regarding the second theme, the utilization of experiential learning strategies, while
effective, remains relatively uncomplicated and predominantly focuses on straightforward
topics. Furthermore, it is apparent that the teachers' expertise and competencies need
enhancement. This factor significantly influences the teaching and learning dynamics. When
educators possess ample resources concerning instructional strategies and a deep understanding
of the subject matter, the implementation of this approach can be extended to more complex
topics. As an IRE teacher with a closely aligned educational background, I encounter challenges,
specifically the insufficient availability of supplementary resources for implementing experiential
learning strategies. I am of the belief that participating in training, such as microteaching and
similar initiatives, could significantly improve my ability to conduct instruction more effectively
(teacher A, personal communication, September 2022)
The third theme underscores the presence of intricate and multifaceted themes in teaching
IRE, necessitating that teachers possess proficiency, especially in terms of pedagogical, personal,
professional, and social competencies. IRE involves complex subject matter due to its abstract
nature. As articulated by an experienced IRE teacher, "In my teaching experience, a robust
teaching competence is considered the primary requirement for a religious teacher. The
paramount objective is to understand the students' capabilities beforehand, enabling the
formulation of tailored teaching strategies, especially as religious education involves a multitude
of abstract content (teacher C, personal communication, September 2022)
The fourth theme pertains to the fact that not all students have fully developed their
proficiency in utilizing experiential-based methods within the learning process. One of the
challenges faced is that students tend to be unaccustomed to articulating their personal
experiences as part of the instructional content. Enhancing this capability is essential for
comprehending the subject matter effectively. One potential solution involves incorporating
educational media to facilitate a more seamless absorption of the material. Additionally, IRE
teachers employ diverse strategies throughout the learning process, as supported by insights

Vol. 9, No. 2, December 2023 M/1445 H 161

H. C. A, Kistoro., E. Latipah., N. M. Burhan

provided during an interview with one of the teachers. The speaker expressed that media is
highly beneficial in the learning process. They mentioned using an LCD projector to display
materials like slides and occasionally showing films related to the learning theme. This is done
to enhance students' knowledge and facilitate their understanding of abstract material (teacher
D, personal communication, September 2022).
In the fifth theme, there's a clear need to introduce more intricate methods. When it
comes to educational matters, particularly regarding IRE content, the inclusion of a diverse array
of methods is essential for a comprehensive understanding. While the experiential learning
approach grounded in students' experiences serves as the primary teaching strategy for IRE
subjects, it should be complemented by methods and techniques aligned with the students'
capabilities. This ensures that students can effectively assimilate the subject matter and apply it
in their daily lives, both within their families and communities.
The Main Theme Of IRE Learning Based on Experiential Learning
In alignment with these perspectives, another teacher highlights a teaching model tailored
to students' circumstances, incorporating practical exercises, direct observations, and
instructional videos within the school environment. They emphasize the adaptability of these
models to different subject matters, exemplifying sociodrama for historical or narrative content
and employing audio-visual media for engaging lessons about prophets and their companions.
A teacher emphasized the teaching model employed here, well-suited to students'
circumstances, involves practical exercises, direct observations, and instructional videos
adaptable to various subjects. For instance, sociodrama is effective for historical or narrative
material, and audio-visual media featuring animated stories about prophets engages students
more effectively, ensuring they retain knowledge and understanding (Teacher D, personal
communication, September 2022).
In more detail, the research results based on the themes that have been analyzed can be
shown in Table 2.
Table 2. Key Themes and Values
School Domicile Status
First 1. Students' experiential learning results in a better and stronger understanding
of receiving IRE material.
2. The meaning of learning based on experience stimulates students to think
critically following the experience gained from everyday life in their
environment.
3. IRE learning is complex so that experiential learning can be internalized,
understood, and implemented by students.
4. learning strategies are suitable for adult learning.
Second 1. The use of this experiential-based learning strategy is still very simple and
related to easy themes.
2. The ability or competence of IRE teachers needs to be added and improved.
3. IRE teachers who have adequate provisions will have innovative learning
strategies and make it easier to understand other themes.
Third 1. The theme of IRE learning is more complex because the material is abstract
2. Abstract themes require teachers to combine skills in pedagogic, personality,
and professional and social competencies.
Fourth 1. The ability of students in learning based on experience has not all been able
appear.
2. One of the obstacles is that they are not used to expressing their experiences
as material for learning.
3. Learning media can help stimulate and develop students' potential.

162 Vol. 9, No. 2, December 2023 M/1445 H

 Probing Experiential …

School Domicile Status

Fifth 1. It is necessary to add the application of more varied and innovative methods
in experiential-based learning to make it more comprehensive.
2. The student experience base can be the main strategy in teaching religious
subjects, with the support of methods and techniques that are suitable for
student's abilities.
IRE particularly in the context of Islam, holds a pivotal role in Indonesia's educational
landscape. Its primary aim is to instill and nurture a robust character, shaping individuals into
well-rounded human beings equipped to address global challenges. IRE also serves as a catalyst
for honing students' critical thinking abilities, a trait considered essential in various realms of
life (Meacham & Meacham, 2015). In several countries, there is a growing recognition of the
importance of including Islamic knowledge in the curriculum, underscoring the notion that IRE
encompasses themes that can stimulate students' critical thinking across diverse domains,
including science, society, and character development. In the face of the rapidly evolving global
landscape, the overarching goal of progressive Islamic education is to produce graduates who
possess not only scientific knowledge but also social, spiritual and emotional intelligence
(Kistoro, 2017). These individuals should be enriched with spiritual values that form an integral
part of their identity. Furthermore, the qualifications of educators are expected to align with the
objectives of this educational model, which draws inspiration from the example set by the
Prophet Muhammad (SAW). This model emphasizes four key competencies: personality
competence (Sidiq), social competence (Amanah), pedagogical competence (Tabligh), and
professional competence (Aristyasari, 2019).
In Indonesian high schools, there exist religious education strategies that employ an
experiential model, grounded in students' experiences and combined with a brainstorming
approach. This model is acknowledged for its potential to enhance students' comprehension of
religious content. From a learning theory standpoint, humanism underscores the significance of
experience in shaping perception and highlights the autonomy and accountability of individuals
in realizing their full capabilities. These fundamental principles form the basis of numerous adult
learning theories that stress the self-directed nature of adult learners and the pivotal role of
experiential learning in the educational process (Miettinen, 2000). The study's outcomes indicate
that implementing this comprehensive experiential learning approach has led to an
improvement in both material understanding and students' attitudes toward learning (Lee et al.,
2016).
The essence of employing the experiential learning strategy is to encourage students to
engage in introspection and independent thought, utilizing experiences gleaned from their day-
to-day interactions within their immediate surroundings. This direct, immersive learning
environment consistently yields more favorable outcomes, rooted in the firsthand experiences
of students(Huerta-Wong & Schoech, 2020). IRE constitutes a multifaceted form of learning.
Present-day religious education tends to be characterized by the divergence of religious
instruction from lived religious practices (Gearon, 2014). However, religious values should
ideally equip individuals to resolve the challenges they encounter in their lives. Consequently,
students should be equipped with the ability to think critically, receive educational content, and
internalize it within their cognitive framework for comprehensive understanding and practical
application (Joseph Jeyaraj & Gandolfi, 2019). This learning strategy is particularly well-suited
for adult learners, given that it is fundamentally grounded in the unique experiences encountered
by students themselves (Gazley et al., 2013).
The utilization of the experiential-based approach to religious learning in high schools is
closely tied to prominent themes, notably the consistent execution of prayer rituals that foster
qualities like sobriety and discipline. Proficiency in this practice can significantly enhance an

Vol. 9, No. 2, December 2023 M/1445 H 163

H. C. A, Kistoro., E. Latipah., N. M. Burhan

individual's capacity to manage high levels of stress (Cañas et al., 2020).). Following these
religious practices, students engage in discussions about their personal experiences. Combining
experiential methods with these discussions requires the teacher to possess the necessary skills
and expertise. With the teacher equipped with adequate strategies and a profound grasp of the
subject matter, the learning process becomes more seamless when addressing various themes.
Ultimately, this dynamic enhances the enjoyment and appeal of the teaching and learning
experience.
Comprehensive IRE demands a high level of proficiency. In essence, the full competency
of IRE teachers encompasses their pedagogical capabilities, personal attributes, social acumen,
and professional skills (Kistoro et al., 2020). Competence in pedagogy necessitates the aptitude
to recognize students' abilities. The teacher's personal expertise lies in their ability to furnish
examples and offer diverse experiences. Proficiency in observing religious issues in the
community or broader environment becomes a vital component of their social skills.
Simultaneously, their capacity to harmonize socio-religious themes within the framework of
learning proves immensely valuable in the realm of professional skills.
The field observations indicate that, even though students are capable of engaging in
experiential learning, not all of them can readily articulate their complete experiences. Some
require prompting through questions that link to their personal encounters with the subject
matter. For instance, when students were queried about whether they felt calm and stress-free
during prayer, they responded that they didn't know. However, when probed further with
questions about whether they experienced a reduced inclination to engage in undesirable
activities after praying, they replied negatively, indicating a lack of such desires. This situation
highlights a challenge that students still encounter in experiential learning – their limited
inclination to express their personal experiences within the learning context.
This skill ideally needs refinement and enhancement to aid in the comprehension of the
subject matter being taught. One approach to achieve this is by employing educational aids or
learning media to facilitate the absorption of the material. Furthermore, teachers utilize a diverse
array of strategies in the learning process. This approach aligns with the principles discussed by
Hoover et al., (2010), which revolve around a framework for enhancing effective experiential
learning. This framework includes elements like (1) interaction between students and teachers,
(2) interactions among students, (3) active experiential learning, (4) dedicating more time to
assignments, and (5) deriving enjoyment from various effective learning methods.
In order to enhance the experiential IRE learning process, it is essential to incorporate
more sophisticated approaches. Particularly in IRE materials, it is imperative to introduce
various methodologies that contribute to a comprehensive understanding of the subject matter.
While the core strategy remains rooted in the students' experiences, it is equally crucial to
complement it with methods and techniques tailored to their capabilities. This facilitates
students in comprehending the subject matter and applying it in their everyday lives, both within
their families and communities. Additionally, the incorporation of theories such as andragogy,
transformational learning, experiential learning, as well as the integration of independent
learning and critical reflection practices, as articulated by Bass (2012), can significantly enhance
the effectiveness of education.
An effective way to enhance and expedite student comprehension in the experiential-
based learning process is by integrating information technology, particularly media tools, as
suggested Naseh et al., (2022). Utilizing audiovisual learning media can offer students fresh
insights into the narratives of the prophets. This approach is highly effective compared to verbal
narration, which can lead to quick disinterest among students. The use of audio-visual media
enables students to vividly recall and engage with the stories of the prophets and their
companions, making the learning experience more memorable and impactful.

164 Vol. 9, No. 2, December 2023 M/1445 H

 Probing Experiential …

Experiential learning isn't solely focused on the outcomes; rather, the learning process
itself plays a vital role. Experience is acquired through personal engagement with the
environment, as indicated by Bosra et al.,( 2020). The greater the number of experiences in these
interactions, the more dynamic the learning process becomes, resulting in the acquisition of
robust knowledge that students can apply in their daily lives within society. By fostering
innovation and creativity among both teachers and students during the learning process, this
learning model becomes even more beneficial for adult learners.
Experiential learning provides students with the opportunity to directly encounter and
engage with concepts. Through this, students can gain a more profound and meaningful
understanding of how these concepts are applied in real-life scenarios. This is exemplified by
students' active participation in problem-solving, which is an integral part of their learning
process. As they engage in activities such as analysis, sharing, discussions, and personal
reflection, they enhance their memory retention of these concepts. This approach not only aids
in the acquisition of knowledge but also Molds students' attitudes towards learning and self-
discovery. Consequently, it fosters profound personal insights and a heightened awareness of
diverse perspectives, achieved through critical self-reflection.

CONCLUSION
The experiential learning model underscores the importance of students connecting their
everyday life experiences as a valuable reference for understanding religious education content.
This approach is especially effective for adult learners or high school students accustomed to
reflecting on their experiences in the learning process. To further enhance experiential-based
IRE learning, integration with other instructional models and the use of appropriate educational
resources are beneficial. For example, during the initial learning phase or apperception,
introducing stimuli in the form of illustrative cases from students' personal experiences or other
sources, along with visual aids like films, can provide a more tangible understanding of the
subject matter.

BIBLIOGRAPHY
Apdoludin & Martinisyamin. (2022). Modeling Analysis, Findings, Development, Organizing
The Material and Learning For Students in Islamic Boarding Schools. Jurnal Pendidikan
Islam, 8(1) 25-36. https://doi.org/10.15575/jpi.v8i1.15277
Aristyasari, Y. (2019). Synergizing Progressive Values and Social, Emotional, Spiritual
Intelligence in Islamic Education in The Digital Era. 353(Icosihess), 437–443.
https://doi.org/10.2991/Icosihess-19.2019.75
Arlinwibowo, J., Kistoro, H. C. A., Retnawati, H., Kassymova, G. K., & Kenzhaliyev, B. K.
(2020). Differences between Indonesia and Singapore Based On Pisa 2015: Five-Factor
Students’ Perception In Science Education. Jurnal Inovasi Pendidikan Ipa, 6(1), 79–87.
https:// https:// doi.org /10.21831/Jipi.V6i1.32637
Bass, C. (2012). Learning Theories & Their Application to Science Instruction for Adults.
American Biology Teacher, 74(6), 387–390. https:// doi.org /10.1525/Abt.2012.74.6.6
Blazek, J. D., Cooper, G. L., Judd, M. V., Roper, R. J., & Marrs, K. A. (2013). Trying Out Genes
For Size: Experiential Learning In The High School Classroom. American Biology Teacher,
75(9), 657–662. https:// doi.org /10.1525/Abt.2013.75.9.6
Bosra, M. B., Kistoro, H. C. A., & Syawaliani, G. A. (2020). Teacher’s Communication Model
In Learning Islamic Education For Autism Children. Al-Ta Lim Journal, 27(3), 306–317.
https:// doi.org /10.15548/Jt.V27i3.636

Vol. 9, No. 2, December 2023 M/1445 H 165

H. C. A, Kistoro., E. Latipah., N. M. Burhan

Cahyo, H., Kistoro, A., Ru, S., Husna, D., & Burhan, N. M. (2022). Dynamics of The
Implementation of Experience - Based Religious Learning In Indonesian And Malaysian
Senior High Schools. Jurnal Pendidikan Agama Islam, 19(2), 283–296.: https:// doi.org
/10.14421/Jpai.2022.192-07
Cañas, E., Estévez, E., Martínez-Monteagudo, M. C., & Delgado, B. (2020). Emotional
Adjustment in Victims and Perpetrators of Cyberbullying and Traditional Bullying. Social
Psychology of Education, 23(4), 917–942. https:// doi.org /10.1007/S11218-020-09565-Z
Clark, N. M., & Zimmerman, B. J. (2014). A Social Cognitive View of Self-Regulated Learning
About Health. Health Education And Behavior, 41(5), 485–491. https:// doi.org
/10.1177/1090198114547512
Davis, D. S., & Neitzel, C. (2011). A Self-Regulated Learning Perspective on Middle Grades
Classroom Assessment. Journal of Educational Research, 104(3), 202–215.
https://doi.org/10.1080/00220671003690148
Gazley, B., Bennett, T. A., & Littlepage, L. (2013). Achieving the Partnership Principle in
Experiential Learning: The Nonprofit Perspective. Journal of Public Affairs Education, 19(3),
559–579. https:// doi.org /10.1080/15236803.2013.12001751
Gearon, L. (2014). The Paradigms of Contemporary Religious Education. Journal For The Study
Of Religion, 27(1), 52–81. Retrieved from https://www.jstor.org/stable/24798870
Gross, Z., & Rutland, S. D. (2017). Experiential Learning in Informal Educational Settings.
International Review of Education, 63(1), 1–8. https:// doi.org /10.1007/S11159-017-9625-6
Hariri, C. A., & Yayuk, E. (2018). Penerapan Model Experiential Learning untuk Meningkatkan
Pemahaman Materi Cahaya dan Sifat-Sifatnya Siswa Kelas 5 SD. Jurnal Ilmu Pendidikan Dan
Kependidikan, 8(1), 1–15. https://doi.org/10.24246/j.js.2018.v8.i1.p1-15
Hawtrey, K. (2007) Using Experiential Learning Techniques. The Journal of Economic Education,
38:2, 143-152, https://doi.org/10.3200/JECE.38.2.143-152
Hoover, J. D., Giambatista, R. C., Sorenson, R. L., & Bommer, W. H. (2010). Assessing the
Effectiveness of Whole Person Learning Pedagogy in Skill Acquisition. Academy of
Management Learning And Education, 9(2), 192–203. https://doi.org
/10.5465/Amle.2010.51428543
Huerta-Wong, J. E., & Schoech, R. (2020). Experiential Learning and Learning Environments :
The Case of Active Listening Skills. Journal of Social Work Education, 46(1), 85–101.
Retrieved from https://www.jstor.org/stable/23044702
Jääskeläinen, R. (2005). Alves, Fabio, Ed. 2003. Triangulating Translation: Perspectives In
Process Oriented Research. Target. International Journal Of Translation Studiestarget /
International Journal Of Translation Studiestarget, 17(1), 161–167.
https://doi.org/10.1075/Target.17.1.11jaa
Jeyaraj, J. J., & Gandolfi, F. (2019). The Servant Leader as a Critical Pedagogue: Drawing
Lessons from Critical Pedagogy. International Journal of Leadership in Education, 25(3), 1–18.
https://doi.org/10.1080/13603124.2019.1690702
Kesuma, A. T., Harun, Putranta, H., Mailool, J., & Adi Kistoro, A. (2020). The Effects of Mansa
Historical Board Game Toward the Students’ Creativity And Learning Outcomes On
Historical Subjects. European Journal Of Educational Research, 9(4), 1689–1700.
https://doi.org/10.12973/Eu-Jer.9.4.1689
Kesuma, A. T., Zamroni., Putranta, H., Cahyo, H., & Kistoro, A. (2020). Evaluation of The
Self-Regulated Learning Model In High Schools: A Systematic Literature Review. Universal
Journal of Educational Research, 8(10), 4792–4806.
https://doi.org/10.13189/Ujer.2020.081051
Kistoro, H. C. A. (2017). Kecerdasan Emosional dalam Pendidikan Islam. Jurnal Pendidikan
Agama Islam, 11(1), 1–18. https://doi.org/10.14421/Jpai.2014.111-01

166 Vol. 9, No. 2, December 2023 M/1445 H

 Probing Experiential …

Kistoro, H. C. A., Kartowagiran, B. K., & Latipah, E. L. (2020). Implementation of Islamic

Religious Learning Strategies in Children with Autism in Indonesia. Specijalna edukacija i
rehabilitacija, 19(594), 227–246. https://doi.org/10.5937/Specedreh19-28813
Kistoro, H. C. A., Setiawan, C., Latipah, E., & Putranta, H. (2021). Teacher"S Experiences in
Character Education for Autustic Children in Indonesia. Interantional Journal Of Evaluation
And Research In Education, 10(1). Retrieved from https://eric.ed.gov/?id=EJ1285913
Kolb, D. A. (2015). Experiential Learning : Experience as The Source Of Learning And Development
(Vol. 1). Pearson Education.
Kolb, Alice Y. & Kolb, David A. (2017). Experiential Learning Theory as a Guide for
Experiential Educators in Higher Education. ELTHE: A Journal for Engaged Educators, 1
(1). 7–44. Retrieved from https://nsuworks.nova.edu/elthe/vol1/iss1/7/
Kormos, J., & Csizér, K. (2014). The Interaction of Motivation, Self-Regulatory Strategies, and
Autonomous Learning Behavior in Different Learner Groups. Tesol Quarterly, 48(2), 275–
299. https://doi.org/10.1002/Tesq.129
Latipah, E., Kistoro, H. C. A., & Insani, F. D. (2021). Academic Procrastination of High School
Students During the Covid-19 Pandemic : Review From Self-Regulated Learning and the
Intensity of Social Media. Dinamika Ilmu, 21(2), 293–308.
https://doi.org/10.21093/di.v21i2.3444
Latipah, E., Kistoro, H. C. A., & Khairunnisa, I. (2020). Scientific Attitudes in Islamic Education
Learning: Relationship and the Role of Self-Efficacy and Social Support. Edukasia : Jurnal
Penelitian Pendidikan Islam, 15(1), 37. https://doi.org/10.21043/Edukasia.V15i1.7364
Lee, S., Barker, T., & Suresh Kumar, V. (2016). International Forum of Educational Technology
& Society Effectiveness of a Learner-Directed Model for E-Learning. Journal Of Educational
Technology & Society, 19(3), 221–233. Retrieved from https://www.jstor.org/stable/
jeductechsoci.19.3.221
Lumaurridlo, Retnawati, H., Kistoro, H. C. A., & Putranta, H. (2021). School Readiness
Assessment: Study of Early Childhood Educator Experience. Elementary Education Online,
20(1), 468–478. https://doi.org/10.17051/Ilkonline.2021.01.041
Meacham, J. (2015). Islam Is Essential For General Education. The Journal of General Education,
64(1), 56–64. https://doi.org/10.5325/jgeneeduc.64.1.0056
McCarthy, Mary. (2016). Experiential Learning Theory: From Theory to Practice. Journal of
Business & Economics Research,14(30). 91-100. https://doi.org/10.19030/jber.v8i5.725
Miettinen, R. (2000). The Concept of Experiential Learning and John Dewey’s Theory of
Reflective Thought and Action. International Journal Of Lifelong Education, 19(1), 243–266.
https://doi.org/10.1080/026013700293458
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Sage.
Naseh, A. H., Kistoro, Hanif C. A., Latipah, E., & Putranta, H. (2022). Implementation of
Religious Learning for Students with Special Education Needs through Online
Applications During the Covid-19 Pandemic. Journal Of Theoretical And Applied Information
Technology, 100(3), 690–704. Retrieved from https://pesquisa.bvsalud.org/global-
literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1728370
O’connor, A., Seery, N., & Canty, D. (2018). The Experiential Domain: Developing a Model
for Enhancing Practice in D&T Education. International Journal of Technology and Design
Education, 28(1), 85–99. https://doi.org/10.1007/S10798-016-9378-8
Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (2017). Instructional-Design Theories and Models: the
Learner-Centered Paradigm Of Education. Routledge Taylor and Francis Group.
https://doi.org/10.4324/9781315795478

Vol. 9, No. 2, December 2023 M/1445 H 167

H. C. A, Kistoro., E. Latipah., N. M. Burhan

Sakai, M., & Isbah, M. F. (2014). Limits yo Religious Diversity Practice in Indonesia: Case
Studies from Religious Philanthropic Institutions and Traditional Islamic Schools. Asian
Journal Of Social Science, 42(6), 722–746. https://doi.org/10.1163/15685314-04206003
Sawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A Model
of Self-Directed Learning In Internal Medicine Residency: A Qualitative Study Using
Grounded Theory. Bmc Medical Education, 17(1), 1–9. https://doi.org/10.1186/S12909-
017-0869-4
Secolsky, C., & Denison, D. B. (2012). Handbook on Measurement, Assessment, and Evaluation in
Higher Education. Routledge Taylor and Francis Group.
https://doi.org/10.4324/9781315709307
Skerrett, A. (2014). Religious Literacies in a Secular Literacy Classroom. Reading Research
Quarterly, 49(2), 233–250. https://doi.org/10.1002/Rrq.65
Spruce, R., & Bol, L. (2015). Teacher Beliefs, Knowledge, and Practice of Self-Regulated
Learning. Metacognition and Learning, 10(2), 245–277. https://doi.org/10.1007/S11409-014-
9124-0
Winchester, G., Culver, D., & Camiré, M. (2011). The Learning Profiles of High School
Teacher-Coaches. Canadian Journal of Education, 34(4), 216–233. Retrieved from
https://www.jstor.org/stable/canajeducrevucan.34.4.216

168 Vol. 9, No. 2, December 2023 M/1445 H