Integrating Tajribi, Experiential Learning, and Ngaji Rasa into Islamic Religious Education
Main Article Content
Abstract
This study aims to develop a spiritual experience-based Islamic Religious Education (PAI) learning model by integrating the Tajribi method, David Kolb’s Experiential Learning theory, and the practice of Ngaji Rasa. The primary problem addressed is the current dominance of cognitive-informative approaches in PAI instruction, which frequently neglects the affective-spiritual dimension the core essence of Islamic education. Unlike previous research, this study synthesizes lived experience, inner reflection, Qur’anic meaning-making, and riyadhah (spiritual discipline) practices into a novel pedagogical framework. Employing a conceptual Research and Development (R&D) design, this study utilizes a theoretical synthesis approach to formulate an integrative instructional model. The findings reveal an epistemological and pedagogical convergence among the three approaches, manifested in a four-stage learning cycle: Tajribi Experience, Rasa Reflection, Qur'anic Conceptualization, and Riyadhah Action. The resulting Islamic Experiential Learning model offers a holistic framework that seamlessly blends concrete experience, inner reflection, Qur'an-based conceptualization, and continuous spiritual practice. Theoretically, this study contributes significantly to the advancement of the "pedagogy of rasa" (inner sentiment) within Islamic education. Practically, the model aligns with Indonesia’s Kurikulum Merdeka (Independent Curriculum) and is highly applicable in pesantrens (Islamic boarding schools), madrasahs, and public schools to foster robust character transformation among students.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
References
Afandi, N. K., & Zurqoni. (2026). Teachers’ Strategies in Cultivating Gratitude Character through Islamic Education and Local Cultural Practices in Primary Schools: A Qualitative Approach. Nazhruna: Jurnal Pendidikan Islam, 9(2), 445–460. https://doi.org/10.31538/nzh.v9i2.444
Afdal, G. (2025). Sociocultural and Sociomaterial Perspectives on Learning of Religion. In Religion, Learning, Literacy (pp. 271–289). https://doi.org/10.1007/978-3-031-96829-7_16
Amalia, E. R., Dwi Bhakti Indri, M., Khoiriyati, S., Ummah, N., Oviani, M., Wardhani, J. K., & Umayyah, U. (2024). Bridging Educational Reform and Faith: Evaluating Kurikulum Merdeka’s Compatibility with Islamic Values in Madrasahs. Munaddhomah, 5(4), 483–500. https://doi.org/10.31538/munaddhomah.v5i4.1413
Amirudin, Muzaki, I. A., & Nurhayati, S. (2026). Reflective Digital Pedagogy in Islamic Religious Education and Religious Character Formation in Higher Education. International Journal of Learning, Teaching and Educational Research, 25(2), 763–782. https://doi.org/10.26803/ijlter.25.2.34
Barid, B., Handoyo, E., & Rokhman, F. (2026). Analisis Kritis Terhadap Implementasi Pendidikan Karakter di Indonesia: Mengapa Sekolah Gagal Membentuk Moralitas? Cerdika: Jurnal Ilmiah Indonesia, 6(4), 1137.
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-021-00312-8
Batula, A. W., Fakhruddin, A., & Faqihuddin, A. (2026). Character Education Based on Ngaji Rasa in Salaf Islamic Boarding Schools and Its Implications for Strengthening PAI Learning. Jurnal Mu’allim, 8(1), 281–298. https://doi.org/https://doi.org/10.35891/r2qztv57
Batula, A. W., Turohmah, N., Ramadhani, R. A., Armilah, A., & Sya’bani, Y. R. (2026). Konstruksi Model Pembelajaran Holistik-Eksperiensial: Integrasi Metode Tajribi dan Program Ngaji Rasa di Pesantren. Jurnal Pendidikan, Bahasa Dan Budaya, 5(2), 224–236. https://doi.org/https://doi.org/10.55606/jpbb.v5i2.6279
Budiman, B. (2024). Implementation of the Tajrībī, Burhānī, Bayānī, and Irfānī Methods in the Study of Islamic Educational Philosophy. Proceeding International Seminar and Conference on Islamic Studies (ISCIS), 169–188. https://doi.org/http://dx.doi.org/10.47006/iscis.v3i1.21905
Cheng, J., Wu, Y., Huang, L., Wu, Y., & Guan, Y. (2025). Integrating Kolb’s experiential learning theory into nursing education: a four-stage intervention with case analysis, mind maps, reflective journals, and peer simulations for advanced health assessment. Frontiers in Medicine, 12(1). https://doi.org/10.3389/fmed.2025.1616392
Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2025). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2442235
Demirtaş, Z., Takunyaci, M., & Yeşil, R. (2023). Investigation of Religious Education Teacher Candidates’ Cognitive Flexibility Levels and Critical Thinking Tendencies. Hitit Theology Journal, 22(2), 723–744. https://doi.org/10.14395/hid.1334350
Fajri, M. (2023). Construction of Epistemology on the Integration of Knowledge from the Perspective of the Quran. AT-TURAS: Jurnal Studi Keislaman, 10(2), 144–168. https://doi.org/10.33650/at-turas.v10i2.6397
Güneş, H., & Özcan-Top, Ö. (2025). Evaluation of Existing Process Models for Research and Development Projects. EAI/Springer Innovations in Communication and Computing, 459–474. https://doi.org/10.1007/978-3-031-88999-8_34
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. Sustainability (Switzerland), 15(7), 6039. https://doi.org/10.3390/su15076039
Hakim, A. (2024). Model Perencanaan Pembelajaran Pai yang Berorientasi Pada Pengembangan Spiritualitas dan Akhlak Siswa. Khatulistiwa, 5(2), 1–15. https://doi.org/10.69901/kh.v5i2.280
Hussin, M. Y. M., Muhammad, F., Razak, A. A., & Awang, S. A. (2024). Islamic Religious School as an Alternative Education Institution in the Global Era: A Bibliometric and Thematic Analysis. International Journal of Learning, Teaching and Educational Research, 23(9), 560–591. https://doi.org/10.26803/ijlter.23.9.28
Ilmi, I., Wanayati, S., Hasanah, A., & Arifin, B. S. (2023). Islamic Educational Values as the Core of Character Education. EDUTEC : Journal of Education And Technology, 7(2), 406–471. https://doi.org/10.29062/edu.v7i2.633
Inayati, N. L., Asy’arie, M., & Shobahiya, M. (2026). The Philosophy of Qalb in Islamic Thought: Ethical Foundations for Multicultural Education. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 9(2), 1772–1782. https://doi.org/https://doi.org/10.54371/jiip.v9i2.10580
Javahery, P., & Bavandi, Z. (2025). Kolb’s experiential learning theory in action: fostering empathy and practical skills in language teacher education. Reflective Practice, 27(1), 30–44. https://doi.org/10.1080/14623943.2025.2521108
Kang, J., Roestel, N. M. E., & Girouard, A. (2022). Experiential Learning to Teach User Experience in Higher Education in Past 20 Years: A Scoping Review. Frontiers in Computer Science, 4, 812907. https://doi.org/10.3389/fcomp.2022.812907
Kistoro, H. C. A., Latipah, E., & Burhan, N. M. (2023). Probing Experiential Learning Approach in Islamic Religious Education. Jurnal Pendidikan Islam, 9(2), 157–168. https://doi.org/10.15575/jpi.v9i2.24374
Komaruddin, Hakim, M. I., & Manap, A. (2025). Evaluasi Pembelajaran Experiential Learning terhadap Pembentukan Kecerdasan Spiritual Siswa pada Pendidikan Agama Islam. TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam, 7(2). https://doi.org/10.54213/tsaqafatuna.v7i2.720
Ma`arif, M. A., Rofiq, M. H., & Sirojuddin, A. (2022). Implementing Learning Strategies for Moderate Islamic Religious Education in Islamic Higher Education. Jurnal Pendidikan Islam, 8(1), 75–86. https://doi.org/10.15575/jpi.v8i1.19037
Mustaghfiroh, A., Manshur, U., & Mubaroq, M. S. (2025). Islamic Religious Pedagogy and Affective Literacy: Constructing Socio-Emotional Education Frameworks. Indonesian Journal of Education and Social Studies, 4(2), 153–167. https://doi.org/http://doi.org/10.33650/ijess.v4i3.12803
Naumi, R., Suriana, S., & Nazila, U. (2025). Transformation of Islamic Religious Education (PAI) Learning through an Emotional Approach. ISTIFHAM: Journal Of Islamic Studies, 3(1), 28–38. https://doi.org/10.71039/istifham.v3i1.96
Nurusobah, A., Arjuna, A., Prilianto, F., Ariska, M., & Koestanti, M. (2026). Evaluation of the Religious Development of Students at SMK Al-Azhar Batam in Building Spiritual Awareness Based on Religious Dimensions. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 18(1), 169–180. https://doi.org/https://doi.org/10.37680/qalamuna.v18i1.8302
Oldham, P., & McLoughlin, S. (2025). Character education empirical research: A thematic review and comparative content analysis. Journal of Moral Education, 55(2), 313–341. https://doi.org/10.1080/03057240.2025.2480185
Parhan, M., Syahidin, Somad, M. A., Abdulah, M., & Nugraha, R. H. (2024). Developing a Contextual Learning Model in Islamic Education To Improve Applicable Knowledge and Foster Knowledge-Based Virtues. Jurnal Pendidikan Islam, 10(1), 75–86. https://doi.org/10.15575/jpi.v10i1.35205
Soleh, M. I. (2025). Integration of Islamic Religious Education and Social Intelligence in Building Students ’ Religious Character in the Modern Era. International Journal of Islamic Studies and Culture, 1(1), 30–44.
Suhayib, & Ansyari, M. F. (2023). Design of Islamic Religious Education: Purposes, alignment of curriculum components and contexts. British Journal of Religious Education, 45(4), 382–393. https://doi.org/10.1080/01416200.2023.2220940
Syafaq, H., Hilmy, M., Musyafa’ah, N. L., & Alshaykh Ali, M. R. A. (2024). Reconstructing Islamic Epistemology: Bridging Metaphysics, Reason, and Revelation. Teosofi: Jurnal Tasawuf Dan Pemikiran Islam, 14(2), 240–269. https://doi.org/10.15642/teosofi.2024.14.2.240-269
Tausin, F. (2022). Spiritual Dimensions of Eye Floaters: A Seers View, Open Eye Meditation, Ecstasy, Carlos Castaneda. Leuchtstruktur Verlag.
Tulung, J. M., Waney, M., Mailool, J., Rogahang, H. J., Weol, W., & Wuwung, O. C. (2022). Teachers’ difficulties in implementing classroom action research: Experiences of elementary school teachers. Cypriot Journal of Educational Sciences. https://api.semanticscholar.org/CorpusID:250565678
Udin, U., & Dananjoyo, R. (2023). Prophetic Leadership: Lessons from the Greatest Leader of Prophet Muhammad. FWU Journal of Social Sciences, 17(4), 88–97. https://doi.org/10.51709/19951272/Winter2023/7
Wisnuwardani, V. P., Budiyanti, N., Batula, A. H., Maulana, A., Shidik, F., Fahriza, F., & Adilah, N. N. (2024). Ngaji Rasa Sebagai Kultur Pendidikan Islam Konvensional: Studi Fenomenologi Pada Santri Pondok Pesantren Syiarul Huda. Taklim : Jurnal Pendidikan Agama Islam, 22(1), 43–56. https://doi.org/10.17509/tk.v22i1.72992