<![CDATA[Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di sekolah Muhammadiyah idealnya tidak hanya berlangsung secara kognitif-teoritis, melainkan juga melalui pengalaman praktik ibadah yang sistematis. Namun, analisis situasi di empat sekolah Muhammadiyah Kartasura (SMP Muhammadiyah 1, SMP Muhammadiyah 2, SMP Muhammadiyah PK Al Kautsar, dan SMA PK Al Kautsar) menunjukkan adanya kesenjangan, di mana Laboratorium PAI masih sebatas ruang fisik yang belum didukung oleh modul, Standar Operasional Prosedur (SOP), serta tata kelola yang representatif. Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat fungsi Laboratorium PAI melalui pendampingan penyusunan modul dan SOP pembelajaran berbasis praktik ibadah. Metode yang digunakan adalah pendekatan pendampingan partisipatif yang melibatkan 20 guru pengelola melalui lima tahapan: analisis kebutuhan, workshop kapasitas, pendampingan penyusunan modul, penyusunan SOP tata kelola, serta pengenalan teknologi instruksional dan studi komparasi lapangan. Hasil kegiatan secara kuantitatif menunjukkan peningkatan rata-rata kompetensi peserta dari 63,4% (pre-test) menjadi 93,4% (post-test). Secara kualitatif, program ini berhasil menyusun dokumen luaran berupa modul praktik ibadah (wudu, salat, dan pengurusan jenazah), SOP tata kelola laboratorium, struktur organisasi pengelola, dan jadwal pemanfaatan terintegrasi. Disimpulkan bahwa kegiatan penguatan Laboratorium PAI melalui pendekatan integratif diikuti oleh peningkatan kompetensi peserta serta tersusunnya perangkat pembelajaran dan tata kelola yang mendukung pengembangan laboratorium sebagai ekosistem pembelajaran praktik yang terencana, akuntabel, dan berkelanjutan Kata kunci: laboratorium PAI; pendampingan partisipatif; modul praktik; standar operasional prosedur; sekolah muhammadiyah. Abstract The learning of Islamic Religious Education (PAI) in Muhammadiyah schools should ideally not only take place cognitively-theoretically, but also through systematic experience of worship practice. However, the analysis of the situation in the four schools of Muhammadiyah Kartasura (SMP Muhammadiyah 1, SMP Muhammadiyah 2, SMP Muhammadiyah PK Al Kautsar, and SMA PK Al Kautsar) shows that there is a gap, where the PAI Laboratory is still limited to a physical space that has not been supported by modules, Standard Operating Procedures (SOP), and representative governance. This community service activity aims to strengthen the function of the PAI Laboratory through assistance in the preparation of modules and SOPs for learning based on worship practices. The method used is a participatory mentoring approach involving 20 managing teachers through five stages: needs analysis, capacity workshops, module preparation assistance, preparation of governance SOPs, as well as the introduction of instructional technology and field comparative studies. The results of the activity quantitatively showed an increase in the average competency of participants from 63.4% (pre-test) to 93.4% (post-test). Qualitatively, this program has succeeded in compiling output documents in the form of worship practice modules (ablution, prayers, and funeral management), laboratory governance SOPs, management organizational structure, and integrated utilization schedules. The results indicate an increase in participants’ competence and the development of learning and governance documents that support the PAI Laboratory as a more planned, accountable, and sustainable practical learning ecosystem. Keywords: PAI laboratory; participatory mentoring; practice modules; standard operating procedures; muhammadiyah school.]]>
