Implementation of the Project-Based Experiential Learning Model in Religious Education at Elementary Schools

Zakiyah BZ (Universitas Nurul Jadid, Probolinggo)
Wiwis Rohmatul Ummah (Universitas Nurul Jadid, Probolinggo)
Zulfa Umi Zakiyah (Universitas Nurul Jadid, Probolinggo)
Lailatul Muarifah (Universitas Nurul Jadid, Probolinggo)
Samira Agoro (National Institute of Educational Sciences, University of Lomé)

Journal of Islamic Education Research
Vol. 5 No. 3 (2024): Journal of Islamic Education Research

This article explores the application of the project-based experiential learning cycle (ELC) model in religious education subjects at MI Nurul Mun'im, Karanganyar, Paiton, Probolinggo, Indonesia. The ELC model, emphasizing experiential processes, facilitates education and fosters a deeper understanding of Islamic religious studies. The implementation involves six stages: the preliminary (opening stage), experiencing (experience), reflection, discussion, exploration, and concluding (closing stage). This study employs a qualitative descriptive approach with action research as the research type, where the researcher serves as both a key instrument and an active participant. Data collection methods include interviews, documentation, and observations. The research was conducted at Madrasah Ibtidaiyah Nurul Mun'im, Paiton, Probolinggo, using a random sampling technique to select students from grades V and VI. The study also highlights the dynamic and innovative development processes, curriculum advancements, and the transformation of scientific approaches at Elementary Schools.