<![CDATA[This literature review comprehensively aims to map experiential learning-based curricula while formulating an integration model within Islamic elementary schools (Madrasah Ibtidaiyah). A literature study methodology was implemented to extract diverse literature from various reputable academic databases based on topical relevance criteria, yielding 16 articles for the final analysis sample. Synthesis of the entire literature corpus identified the lack of physical observation facilities and the unreadiness of measurable affective evaluation rubric instruments as central barriers to operationalizing empirical learning in the madrasah environment. The recommended resolution to these instructional problems manifests fully in a structural integration model framework that equivalently synergizes macro project-based curricula, cognitive science literacy acceleration, and the internalization of theological character. The contribution of this study emerges through the theoretical reconstruction of David Kolb’s empirical learning cycle framework by positioning adherence to theological spiritual values as an absolute parameter guiding students' scientific experimentation freedom.]]>
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