Implementation Of The Experiential Learning Model In Mastering Procedural Content Of Fiqh Ibadah Among Students Of MTs Safinatun Najah

Abstract

This study aims to examine the implementation of the Experiential Learning model in Fiqh Ibadah learning and its relation to students’ mastery of procedural content at MTs Safinatun Najah. This research employed a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation involving Fiqh teachers and students who were directly engaged in the learning process. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification, with source and technique triangulation used to ensure data validity. The findings indicate that the implementation of Experiential Learning in Fiqh Ibadah learning involves four interconnected stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students are given opportunities to directly practice worship procedures, reflect on their experiences, connect practical experiences with Fiqh concepts, and repeat the practice after receiving feedback. This learning process provides a bridge between students’ theoretical understanding and their ability to perform worship procedures. Procedural content mastery is reflected in students’ ability to understand the sequence of procedures, explain the steps, perform them correctly, identify errors, and make corrections based on reflection and feedback. The implementation is supported by student involvement, teacher guidance, and opportunities for direct practice, while limited time, learning facilities, and differences in students’ initial abilities may present challenges.