Dynamics of the Implementation of Experience-Based Religious Learning in Indonesian and Malaysian Senior High Schools

Abstract

Purpose – This study describes implementing the experiential learning-based spiritual learning model for high school students.
 Design/methods/approach – This research adopts a qualitative methodology with a narrative approach, focusing on thirteen Islamic religion teachers from both public and private high schools in Indonesia and Malaysia.
 Findings – This study divides the findings into three, namely teacher understanding, forms of application and constraints in experiential learning. Teachers' understanding of experiential learning based on this research is not evenly distributed. meaning that the teacher in theory does not know much but some have practiced it. the application of learning is carried out using online media. while the constraints faced came from internal and external factors.
 Research implications/limitations – This research recommends the use of experiential learning to enhance religious education. Teachers need to develop innovative learning strategies, while students should actively participate in the learning process and apply their experiences. The study also suggests that schools should incorporate experiential learning methods in their curriculum to enhance the effectiveness of religious education. These recommendations provide practical insights into developing religious education based on experiential learning.
 Originality/value – The study found similarities in the application of experiential learning in religious education between Indonesia and Malaysia, including the use of video media to increase students' interest in the material. However, both countries face similar obstacles, such as the need to increase teacher competence in innovative learning strategies, the presence of noise in new learning, and the need for standard syllabi.

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

“…Activities in vocational education should not only focus on building work competence but also support forming one's identity [19].The identity development in question is an emphasis on competence that is in line with the needs of the world of work so that it can form individuals who are brave, independent, responsible, responsible, and disciplined in contributing to the world of work [20]. In the learning system in vocational high school, students are allowed to express their creative ideas as a form of student-centered learning that emphasizes learning that directly provides experiences for students [21]. Learning through experiential vocational education, Higgins [22] suggests that proper provision of vocational education can be achieved only when students are engaged in a learning process that has relevance to them.…”