<![CDATA[This study aims to develop a Hajj ritual learning model based on Islamic educational values within the curriculum of MAS Al Washliyah 49 Pasar Lembu, Asahan Regency. The study employed a qualitative approach with a phenomenological design to explore the lived experiences of teachers and students in Hajj ritual learning. Data were collected through participatory observation, semi-structured in-depth interviews, and documentation involving Fiqh teachers, students, the head of the madrasah, and curriculum administrators. Data were analyzed using the interactive model of Miles and Huberman, supported by source and technique triangulation and member checking. The findings reveal a gap between students’ procedural mastery of Hajj rituals and their internalization of the Islamic values underlying worship. The study identified eight values that can be integrated into Hajj learning: tawhid, sincerity, patience, discipline, obedience, equality, Islamic brotherhood, and social responsibility. Based on these findings, a contextual learning model was formulated through six stages: Value Orientation, Simulation Preparation, Simulation Implementation, Individual Reflection, Collective Reflection, and Value Internalization and Commitment. The model integrates experiential learning, systematic value formation, reflection, teacher facilitation, and the institutional context of Al Jam'iyatul Washliyah, providing a contextual framework for strengthening meaningful Islamic worship education.]]>
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