Implementation of Experiential Learning Method in Islamic Religious Education Learning to Improve Students' Religious Attitudes at MTs Nurul Wathan Pungkat

Abstract

Islamic Religious Education (PAI) has an important role in shaping students' religious attitudes. However, in practice, PAI learning is often still theoretical and does not provide direct experience to students, resulting in a lack of internalization of religious values ​​in everyday life. To overcome this problem, the Experiential Learning method is applied in PAI learning to improve students' religious attitudes at MTs Nurul Wathan Pungkat. This study aims to analyze the effectiveness of the application of the Experiential Learning method in improving students' religious attitudes. The research method used is classroom action research (CAR) with a qualitative and quantitative approach. The subjects of this study were grade VIII students at MTs Nurul Wathan Pungkat. Data collection techniques were carried out through observation, interviews, questionnaires, and documentation. The data obtained were analyzed descriptively qualitatively and quantitatively using simple statistical analysis techniques. The results of the study showed that the application of the Experiential Learning method in PAI learning was able to significantly improve students' religious attitudes. This can be seen from the increase in students' understanding of the teaching material, active involvement in learning, and changes in attitudes that are more positive in carrying out worship and interacting socially. Experiential learning such as worship practices, simulations, reflective discussions, and visits to places of worship have proven to be more effective than conventional methods that tend to be lecture-based. In addition, this study also found that students are more motivated to learn when they are given the opportunity to directly experience the religious values ​​taught. Teachers also feel the benefits of this method, because they can more easily instill Islamic values ​​contextually and applicatively. Obstacles in implementing the Experiential Learning method include time constraints, inadequate facilities, and teacher readiness in designing experiential learning. However, these obstacles can be overcome with careful planning and collaboration between teachers, students, and schools. Thus, the Experiential Learning method can be used as an alternative in Islamic Religious Education learning to improve students' religious attitudes. The implications of this study indicate that experiential learning can have a broader positive impact in shaping the character of religious students. Therefore, it is recommended that this method be applied more often in the Islamic Religious Education learning process at various levels of education, with optimal support from schools and related stakeholders.