LOCAL WISDOM-BASED PAI LEARNING MODEL TO IMPROVE RELIGIOUS CHARACTER INTERNALIZATION
PHENOMENOLOGY AT SMA MUJAHIDIN RANDUBLATUNG
DOI:
https://doi.org/10.30868/ei.v15i04.10939Keywords:
Internalization; Local Wisdom; PAI Learning Model; Phenomenological Study; Religious CharacterAbstract
Islamic Religious Education (PAI) in secondary schools still faces a gap between the religious knowledge taught in the classroom and students' religious practices in daily life. This study aims to develop, implement, and describe a PAI learning model based on the local wisdom of Nahdlatul Ulama in supporting the internalization of students' religious values. A descriptive qualitative approach with a phenomenological study type was employed. Primary data were obtained from school principals, PAI teachers, five students in grades X and XI, and Blora community leaders and cultural experts, totaling 14 participants; secondary data were sourced from curriculum documents, teaching modules, and archives of religious activities. Data were collected through semi-structured interviews, participatory observations, and documentation studies, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validity was ensured through triangulation of sources, techniques, and time, as well as member checking and peer debriefing. The results show that the model was implemented through a holistic learning ecosystem consisting of mindful learning (Adab 5S and Yellow Book recitation), meaningful learning (the NU-oriented curriculum), and joyful learning (dialectical discussions). The internalization of religious values took place through a trilogy of transformation knowing, feeling, and acting with the Islamic equivalents 'ilm–hal–'amal. The outcomes were reflected in three student characters: religious character, evident in the spiritual independence of worship; tolerant character, evident in tawasuth in responding to differences of opinion; and ta'awun character, evident in organic solidarity through concrete social action. Rather than claiming proven effectiveness, this study concludes that the model offers a culturally grounded and operationally specified pathway for connecting religious knowledge and practice, as experienced by participants and observed in school practices. These findings are contextual and are not intended as a causal or effectiveness claim; systematic measurement and comparative evaluation remain directions for future research.
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