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

Zakiyah BZ; Wiwis Rohmatul Ummah; Zulfa Umi Zakiyah; Lailatul Muarifah; Samira Agoro

doi:10.35719/jier.v5i3.451

Authors

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

DOI:

https://doi.org/10.35719/jier.v5i3.451

Keywords:

Learning Model, Experiential Learning Cycle, Religious Education, Elementary Schools

Abstract

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.

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