Experiential Learning Model Based on Local Wisdom in Learning Islamic Cultural History
DOI:
https://doi.org/10.35723/ajie.v8i3.492Keywords:
Experiential Learning Model, History of Islamic Culture (SKI), Metacognitive Skills, Learning Motivation, Learning OutcomesAbstract
Islamic Cultural History (SKI) learning must include cognitive aspects and applications in everyday life. The experiential learning model offers experiences that help students develop thinking skills to find the right solution to problems in the field. This study examines how the local wisdom-based experiential learning model influences the improvement of metacognitive skills, learning motivation, and learning outcomes in the subject of Islamic Cultural History (SKI) in grade V students of State Madrasah Ibtidaiyah (MI), who previously used more memorisation-based and less contextual learning methods. This study uses a quantitative method with a pretest-posttest control group experimental design, analysing the relationship between experiential learning strategies based on local wisdom, metacognition, motivation, and learning outcomes of grade V SKI students using MANOVA multivariate analysis and SPSS-26.0, with data collected through tests, questionnaires, and observations on elementary school students in Tulungagung Regency. The results of the study show that (1) there is an effect of the Experiential Learning model on improving students' metacognitive skills, (2) there is an effect on students' learning motivation, and (3) there is an effect on improving students' learning outcomes in the Islamic Cultural History course. Theoretically, this study confirms that the experiential learning model effectively enhances metacognition for independent learning and critical thinking. At the same time, the results indicate that Madrasah Ibtidaiyah (MI) should adopt this model to improve student engagement and learning outcomes, with support from teachers and madrasah principals.
References
[1] Abdullah, A. A., Shanti, W. N., & Sholihah, D. A. (2020). Critical thinking ability through experiential learning in the calculus class. Journal of Physics: Conference Series, 1613(1), 012002. https://doi.org/10.1088/1742-6596/1613/1/012002
[2] Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School. Creative Education, 06(04), 455–462. https://doi.org/10.4236/ce.2015.64045
[3] Aryani, N. M. R., & Suarjana, I. M. (2022). Students’ Motivation for Learning Mathematics during the Covid-19 Pandemic. International Journal of Elementary Education, 6(1), 38–47. https://doi.org/10.23887/ijee.v5i4.39982
[4] Astuti, S., Rukmana, D., Pramudiani, P., & Zulherman, Z. (2022). The role of teachers and parents to improve children’s motivational learning in pandemic situation. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1162. https://doi.org/10.11591/ijere.v11i3.22583
[5] Brifkani, I. (2023). Islamic Pedagogy for Guidance and Transformation: Toward an Islamic Experiential Learning Model. Journal of Education in Muslim Societies, 5(1), 106–112. https://doi.org/10.2979/jems.5.1.07
[6] Creswell, J. W. (2014). Research design qualitative quantitative and mixed methods approaches. Routledge.
[7] Duratun, A. D., & Maryani, I. (2023). The Influence of Self-Efficacy on Metacognition Skills of High Grade Students. International Journal of Elementary Education, 7(3), 403–409. https://doi.org/10.23887/ijee.v7i3.62125
[8] Edu, A. L., Jaya, P. R. P., & Ni, L. (2021). The Phenomenon of Learning Motivation of Elementary School Students. International Journal of Elementary Education, 5(2), 337. https://doi.org/10.23887/ijee.v5i2.33934
[9] Fauziana, F., & Fazilla, S. (2022). The Impact of Metacognition on Elementary School Students’ Problem-Solving Skills in Science Learning. Jurnal Ilmiah Sekolah Dasar, 6(2), 278–286. https://doi.org/10.23887/jisd.v6i2.44889
[10] Firth, J. (2024). Metacognition and Study Skills: A Guide for Teachers. In International Education Studies (Vol. 5, Issue 4). Routledge. https://doi.org/10.4324/9781003386971
[11] Fortunela, B. S. F., Subekti, H., & Sabtiawan, W. B. (2022). Application of experiential learning model to increase students motivation and learning outcomes. Jurnal Pijar Mipa, 17(4), 430–436. https://doi.org/10.29303/jpm.v17i4.3601
[12] Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning. International Journal of Instruction, 10(01), 101–116. https://doi.org/10.12973/iji.2017.1017a
[13] Gibbs, K. (2023). Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher, 50(4), 1217–1232. https://doi.org/10.1007/s13384-022-00551-2
[14] Gülerce, H., & Yapar, O. E. (2020). The Role of Values Education in Countering Violence. Journal of Islamic Thought and Civilization, 10(2), 37–54. https://doi.org/10.32350/jitc.102.03
[15] Hamilton, J. G., & Klebba, J. M. (2011). Experiential Learning: A Course Design Process For Critical Thinking. American Journal of Business Education (AJBE), 4(12), 1–12. https://doi.org/10.19030/ajbe.v4i12.6608
[16] Handoko, S. T., Mardiati, Y., Ismail, R., & Imawan, O. R. (2023). Employing higher order thinking skills-based instruction in history course: A history high school teacher’s perspective. The First International Conference on Neuroscience and Learning Technology (Iconsatin 2021), 070004. https://doi.org/10.1063/5.0127631
[17] Jacob, S. M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia - Social and Behavioral Sciences, 31, 800–804. https://doi.org/10.1016/j.sbspro.2011.12.144
[18] Jiang, Y., & Kleitman, S. (2015a). Metacognition and motivation: Links between confidence, self-protection and self-enhancement. Learning and Individual Differences, 37, 222–230. https://doi.org/10.1016/j.lindif.2014.11.025
[19] Jiang, Y., & Kleitman, S. (2015b). Metacognition and motivation: Links between confidence, self-protection and self-enhancement. Learning and Individual Differences, 37, 222–230. https://doi.org/10.1016/j.lindif.2014.11.025
[20] Kesici, A. E., Güvercin, D., & Küçükakça, H. (2021). Metacognition researches in Turkey, Japan and Singapore. International Journal of Evaluation and Research in Education (IJERE), 10(2), 535. https://doi.org/10.11591/ijere.v10i2.20790
[21] Khoir, E. F., Suprapto, N., Setyarsih, W., & Deta, U. A. (2022). LITERATURE REVIEW STUDENT’S METACOGNITIVE ABILITY: BIBLIOMETRIC ANALYSIS. Journal of Teaching and Learning Physics, 7(1), 11–22. https://doi.org/10.15575/jotalp.v7i1.13698
[22] Kolb, A Y, & Kolb, D. A. (2017). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. ELTHE: A Journal for Engaged Educators, 1(1), 7–45.
[23] Kolb, Alice Y., & Kolb, D. A. (2009). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n3
[24] Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
[25] Lin, J.-W., Yen, M.-H., Liang, J., Chiu, M.-H., & Guo, C.-J. (2016). Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research. EURASIA Journal of Mathematics, Science and Technology Education, 12(9). https://doi.org/10.12973/eurasia.2016.000600a
[26] Lukitasari, M., Hasan, R., Sukri, A., & Handhika, J. (2021). Developing student’s metacognitive ability in science through project-based learning with e-portfolio. International Journal of Evaluation and Research in Education (IJERE), 10(3), 948. https://doi.org/10.11591/ijere.v10i3.21370
[27] Malik, U., Abdyhalykova, Z., & Malikov, A. (2024). Blended learning in the development of university students’ metacognition. International Journal of Evaluation and Research in Education (IJERE), 13(4), 2461. https://doi.org/10.11591/ijere.v13i4.28233
[28] Mänty, K., Järvenoja, H., & Törmänen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. International Journal of Educational Research, 102, 101589. https://doi.org/10.1016/j.ijer.2020.101589
[29] Maryani, I., Prasetyo, Z. K., Wilujeng, I., & Purwanti, S. (2022). Promoting higher-order thinking skills during online learning: The integration of metacognition in science for higher education. International Journal of Evaluation and Research in Education (IJERE), 11(4), 1980. https://doi.org/10.11591/ijere.v11i4.23129
[30] Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201. https://doi.org/10.5944/ried.21.2.20055
[31] Mu’min, U. A., Khutomi, B. M., & Azhari, H. (2023). The Influence of Student Inquiry and Curiosity Level on The Learning Outcomes of The Cognitive Aspects of History of Islamic Culture Subject. Ta’dib: Jurnal Pendidikan Islam, 28(1), 96–105. https://doi.org/10.19109/td.v28i1.17919
[32] Muthoharoh, L., & Miftahuddin, M. (2021). Character Education Model In Indonesian History Learning At Islamic Boarding School. Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. https://doi.org/10.4108/eai.17-7-2021.2312386
[33] Naufal, M. A., Abdullah, A. H., Osman, S., Abu, M. S., Ihsan, H., & Rondiyah, R. (2021). Reviewing the Van Hiele model and the application of metacognition on geometric thinking. International Journal of Evaluation and Research in Education (IJERE), 10(2), 597. https://doi.org/10.11591/ijere.v10i2.21185
[34] Naug, H. L., Colson, N. J., & Donner, D. (2016). Experiential Learning, Spatial Visualization and Metacognition: An Exercise with the “Blank Page” Technique for Learning Anatomy. Health Professions Education, 2(1), 51–57. https://doi.org/10.1016/j.hpe.2016.01.001
[35] Naumoska, A., Rusevska, K., Blazhevska, A., & Stojanovska, M. (2022). Nearpod as a tool for increasing students’ motivation for learning chemistry. International Journal of Education and Learning, 4(1), 89–99. https://doi.org/10.31763/ijele.v4i1.616
[36] Ng, John, & TAN, G. Y. W. (1997). Uses and Abuses of Experiential Learning: Perspectives from a Practitioner and an Academic.
[37] Odo, M. (2022). Creating Interactive Online Learning Experiences among Secondary School Students in Lagos State, Nigeria. Journal of Vocational Education Studies, 5(2), 276–287. https://doi.org/10.12928/joves.v5i2.6528
[38] Parno, Estianinur, & Latifah, E. (2021). The increase of problem solving skills of students through STEM integrated experiental learning with formative assessment. The 2nd Science and Mathematics International Conference (Smic 2020): Transforming Research and Education of Science and Mathematics in The Digital Age, 030021. https://doi.org/10.1063/5.0041681
[39] Prihatin, A. I., Komala, R., Ristanto, R. H., & Saifuddin, M. F. (2022). Relationship of metacognitive skills, critical thinking, and students’ knowledge of ecosystem concepts. JURNAL BIOEDUKATIKA, 10(2), 86–96. https://doi.org/10.26555/bioedukatika.v10i2.23397
[40] Purnomo, D., Nusantara, T., Subanji, S., & Rahardjo, S. (2017a). The Characteristic of the Process of Students’ Metacognition in Solving Calculus Problems. International Education Studies, 10(5), 13. https://doi.org/10.5539/ies.v10n5p13
[41] Purnomo, D., Nusantara, T., Subanji, S., & Rahardjo, S. (2017b). The Characteristic of the Process of Students’ Metacognition in Solving Calculus Problems. International Education Studies, 10(5), 13. https://doi.org/10.5539/ies.v10n5p13
[42] Purwati, G. A. M., Sudana, D. N., & Arini, N. W. (2020). Mathematics Learning with Guided Inquiry Model Open-Oriented Problem Solving Improves Student Learning Outcomes. International Journal of Elementary Education, 4(4), 454–463. https://doi.org/10.23887/ijee.v4i4.27198
[43] Savicki, V. (2023). Experiential and Affective Education for International Educators. In Developing Intercultural Competence and Transformation (pp. 74–91). Routledge. https://doi.org/10.4324/9781003444169-6
[44] Shahrill, M., Mahalle, S., Matzin, R., Sheikh Hamid, M. H., & Mundia, L. (2013). A Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching. International Education Studies, 6(10), 39–46. https://doi.org/10.5539/ies.v6n10p39
[45] Simbolon, R., & Koeswanti, H. D. (2020). Comparison Of Pbl (Project Based Learning) Models With Pbl (Problem Based Learning) Models To Determine Student Learning Outcomes And Motivation. International Journal of Elementary Education, 4(4), 519–529. https://doi.org/10.23887/ijee.v4i4.30087
[46] Smith, A. K., Black, S., & Hooper, L. M. (2020). Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents. Urban Education, 55(4), 625–639. https://doi.org/10.1177/0042085917714511
[47] Stockemer, D. (2019). Quantitative Methods for the Social Sciences (G. R. Hancock, G. R. Hancock, R. O. Mueller, L. M. Stapleton, & R. O. Mueller (eds.)). Springer International Publishing. https://doi.org/10.1007/978-3-319-99118-4
[48] Sulastri, Nur Nasution, W., & Rakhmawati, F. (2024). Interactive Digital Storybook: ICT-Based Innovation in Learning the History of Islamic Culture. JIE (Journal of Islamic Education), 9(1), 339–358. https://doi.org/10.52615/jie.v9i1.401
[49] Suliani, M., Juniati, D., & Lukito, A. (2024). The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem. International Journal of Evaluation and Research in Education (IJERE), 13(3), 1481. https://doi.org/10.11591/ijere.v13i3.27117
[50] Sung, J. S., & Huang, W.-H. D. (2024). Motivational design for inclusive digital learning: Women college engineering students’ motivation for online STEM learning. Contemporary Educational Technology, 16(1), ep489. https://doi.org/10.30935/cedtech/14047
[51] Suntiah, R. (2021). Students’ Critical Thinking Skills in The Reflective Class of Islamic Cultural History. Jurnal Pendidikan Islam, 7(2), 195–204. https://doi.org/10.15575/jpi.v7i2.15060
[52] Tanaka, K., Dam, H. C., Kobayashi, S., Hashimoto, T., & Ikeda, M. (2016). Learning How to Learn through Experiential Learning Promoting Metacognitive Skills to Improve Knowledge Co-creation Ability. Procedia Computer Science, 99, 146–156. https://doi.org/10.1016/j.procs.2016.09.107
[53] Triwahyuningtyas, D., & Sesanti, N. R. (2023). Metacognition analysis of five grade students in elementary school on numbers. International Journal of Evaluation and Research in Education (IJERE), 12(1), 327. https://doi.org/10.11591/ijere.v12i1.23233
[54] Utami, B., Saputro, S., Ashadi, A., Masykuri, M., Probosari, R. M., & Sutanto, A. (2018). Students’ critical thinking skills profile: constructing best strategy in teaching chemistry. IJPTE : International Journal of Pedagogy and Teacher Education, 2, 63. https://doi.org/10.20961/ijpte.v2i0.19768
[55] Widyaningsih, I. A. T., & Dibia, I. K. (2020). Instrument Appropriateness On The Assessment Of Fourth Grade Science Learning Outcomes In Elementary Schools. International Journal of Elementary Education, 4(4), 472–480. https://doi.org/10.23887/ijee.v4i4.27209
[56] Wu, Hulin, & Zhang., J.-T. (2006). Nonparametric regression methods for longitudinal data analysis: mixed-effects modeling approaches. John Wiley & Sons. www.wiley.com.
[57] Yee, K. F., & Tasir, Z. (2023). The effects of interactive whiteboard with activity theory towards year five students’ motivation and performance in learning science. International Journal of Education and Learning, 5(1), 1–13. https://doi.org/10.31763/ijele.v5i1.817
[58] Yumiarty, Y., Komalasari, B., & Kristiawan, M. (2021). The Urgency of Learning the History of Islamic Culture: Digital Literation Based. AJIS: Academic Journal of Islamic Studies, 6(1), 49. https://doi.org/10.29240/ajis.v6i1.2328
[59] Zaini, M., Purwowidodo, A., & Nuryanti. (2023). Hybrid-Generative Learning: Learning Outcomes, Creative Thinking Skills, Learning Interest in Islamic Religious Education Subjects in Junior High School. Jurnal Pendidikan Agama Islam, 20(2), 262–278. https://doi.org/10.14421/jpai.v20i2.7846
[60] Zhang, J.-T., & Xiao, S. (2012). A note on the modified two-way MANOVA tests. Statistics & Probability Letters, 82(3), 519–527. https://doi.org/10.1016/j.spl.2011.12.005
Downloads
Published
Issue
Section
License
The AJIE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher the Affairs Al-Hayat Al-Istiqomah Foundation a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified.
