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The development of contemporary Islamic education requires learning models that are capable of integrating cognitive, empirical, and spiritual dimensions simultaneously. However, current Islamic educational practices still tend to emphasize textual and theoretical learning, causing students’ empirical experiences to become disconnected from tawheed-oriented knowledge construction. In addition, although experiential learning theory has been widely developed in modern education, its integration with Islamic epistemology, particularly the concept of tajribi, remains limited. This study aims to reconstruct the concept of tajribi into a systematic Islamic learning model by integrating Islamic epistemology and experiential learning theory. This research employed a qualitative approach with a conceptual research design. Data were obtained from secondary sources consisting of classical Islamic literature, contemporary experiential learning theories, and supporting scientific journals and books. Data collection was conducted through documentation techniques, while data analysis used content analysis and philosophical-hermeneutic analysis focusing on ontological, epistemological, and axiological dimensions. The findings indicate that tajribi is not merely an experimental method, but an epistemological framework integrating revelation, reason, and empirical experience within tawheed-oriented learning. This study also formulates the Tajribi Learning Model consisting of six stages: Tawajjuh, Tasykhis, Tajribi, Tafakkur, Tatsbit, and Taqwim. This model integrates experiential learning with spiritual reflection and moral transformation, thereby offering a holistic learning paradigm relevant to the challenges of contemporary Islamic education. The study contributes theoretically by positioning experiential learning within an Islamic epistemological framework and practically by providing a conceptual foundation for transformative Islamic learning.
The development of contemporary Islamic education requires learning models that are capable of integrating cognitive, empirical, and spiritual dimensions simultaneously. However, current Islamic educational practices still tend to emphasize textual and theoretical learning, causing students’ empirical experiences to become disconnected from tawheed-oriented knowledge construction. In addition, although experiential learning theory has been widely developed in modern education, its integration with Islamic epistemology, particularly the concept of tajribi, remains limited. This study aims to reconstruct the concept of tajribi into a systematic Islamic learning model by integrating Islamic epistemology and experiential learning theory. This research employed a qualitative approach with a conceptual research design. Data were obtained from secondary sources consisting of classical Islamic literature, contemporary experiential learning theories, and supporting scientific journals and books. Data collection was conducted through documentation techniques, while data analysis used content analysis and philosophical-hermeneutic analysis focusing on ontological, epistemological, and axiological dimensions. The findings indicate that tajribi is not merely an experimental method, but an epistemological framework integrating revelation, reason, and empirical experience within tawheed-oriented learning. This study also formulates the Tajribi Learning Model consisting of six stages: Tawajjuh, Tasykhis, Tajribi, Tafakkur, Tatsbit, and Taqwim. This model integrates experiential learning with spiritual reflection and moral transformation, thereby offering a holistic learning paradigm relevant to the challenges of contemporary Islamic education. The study contributes theoretically by positioning experiential learning within an Islamic epistemological framework and practically by providing a conceptual foundation for transformative Islamic learning.
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