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All Journal Civilization Research: Journal of Islamic Studies Halaqa: Journal of Islamic Education
Robiatul Adawiyah Ramadhani
UIN Siber Syekh Nurjati Cirebon, Cirebon, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating Tajribi, Experiential Learning, and Ngaji Rasa into Islamic Religious Education Yahya Rafi Sya'bani; Abu Warasy Batula; Antiti Armilah; Nurlaila Turohmah; Robiatul Adawiyah Ramadhani; Zakaria Zakaria
Civilization Research: Journal of Islamic Studies Vol 5 No 2 (2026): Civilization Research: Journal of Islamic Studies
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/crjis.v5i2.171

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.
Pengembangan Kurikulum Berbasis Kompetensi Era Digital dalam Pendidikan Agama Islam: Systematic Literature Review Robiatul Adawiyah Ramadhani; Abu Warasy Batula; Nurlaila Turohmah; Antiti Armilah; Yahya Rafi Sya’bani
Halaqa: Journal of Islamic Education Vol. 2 No. 2 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i2.53

Abstract

The global transformation of education toward a competency-based paradigm in the digital era demands a curriculum redesign that is responsive to technological advancements and 21st-century learning needs; however, its implications for Islamic Religious Education (PAI) have not been systematically mapped. This study aims to map global trends in digital-era competency-based curriculum development and formulate their implications for PAI through a systematic literature review (SLR) approach combined with bibliometric analysis. Scopus data from the 2020–2025 period yielded 2,754 documents; bibliometric analysis using VOSviewer was applied to the entire dataset, while 18 selected articles were analyzed further using NVivo 12 Plus. The results identify five thematic clusters and eight principles of curriculum development: contextual relevance, authentic assessment, digital literacy integration, flexibility and personalization, data-driven curriculum, character and ethics reinforcement, problem-based collaborative learning, and AI and digital pedagogy integration. Based on these findings, this study proposes a Digital Competency-Based PAI Curriculum Model that integrates spiritual-religious, social-ethical, and digital-adaptive competencies, while introducing the concepts of Islamic digital literacy and digital adab as a new contextualization in the PAI curriculum rooted in the values of the Qur'an and Hadith. These findings provide a foundation for educational policymakers to revise PAI competency standards to systematically integrate digital literacy and 21st-century competencies.
Co-Authors Abu Warasy Batula Antiti Armilah Antiti Armilah Nurlaila Turohmah Nurlaila Turohmah Yahya Rafi Sya'bani Yahya Rafi Sya’bani Zakaria Zakaria