Al-Fikru: Jurnal Ilmiah
P-ISSN: 1978-1326
E-ISSN: 2721-4397
Vol.
19 No.
https://jurnal.
id/index.
php/alfikru INTERACTIVE VIDEO-BASED EXPERIENTIAL LEARNING MODEL AND ITS EFFECT ON ISLAMIC RELIGIOUS EDUCATION LEARNING OUTCOMES Rodiani Puspita Sari.
Erlina.
Sunarto Universitas Islam Negeri Raden Intan Lampung Jl.
Letnan Kolonel H.
Endro Suratmin Sukarame.
Bandar Lampung.
Lampung Email:rodianipuspitas@gmail.
com ,erlina@radenintan.
id , sunarto@radenintan.
Abstract: Islamic Religious Education learning in junior high schools still faces serious challenges, particularly low student engagement and limited use of learning media that encourages higher-order thinking.
This condition has an impact on low evaluative cognitive achievement (C.
, which requires the ability to assess, make decisions, and provide rational justifications.
At Muhammadiyah 3 Junior High School in Bandar Lampung, the Islamic Religious Education learning process is still dominated by lecture methods with minimal use of interactive media.
This study aims to analyze the effect of the Experiential Learning model based on interactive videos on Islamic Religious Education learning outcomes at the C5 cognitive level.
The study uses a quantitative approach with a quasi-experimental method and a post-test only control group The sample consisted of two classes, namely class Vi-A as the control group and Vi-B as the experimental group.
The results of the t-test analysis showed a significance value of 0.
< 0.
, which indicates a significant effect on student learning outcomes.
These findings indicate that the interactive video-based Experiential Learning model is effective in improving students' evaluative abilities.
Implicitly, this model can be used as a strategic alternative to develop contextual and meaningful Islamic Religious Education learning.
Keywords: Experiential Learning.
Interactive Videos.
Learning Outcomes Abstrak: Pembelajaran Pendidikan Agama Islam di SMP masih menghadapi tantangan serius, terutama rendahnya keterlibatan aktif siswa dan keterbatasan penggunaan media pembelajaran yang mendorong berpikir tingkat tinggi.
Kondisi ini berdampak pada rendahnya capaian kognitif evaluatif (C.
, yang menuntut kemampuan menilai, mengambil keputusan, dan memberikan justifikasi rasional.
Di SMP Muhammadiyah 3 Bandar Lampung, proses pembelajaran Pendidikan Agama Islam masih didominasi metode ceramah dengan pemanfaatan media interaktif yang minim.
Penelitian ini bertujuan menganalisis pengaruh model pembelajaran Experiential Learning berbasis video interaktif terhadap hasil belajar Pendidikan Agama Islam pada level kognitif C5.
Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain post-test only control group.
Sampel terdiri atas dua kelas, yaitu kelas Vi-A sebagai kelompok kontrol dan Vi-B sebagai kelompok eksperimen.
Hasil analisis uji-t menunjukkan nilai signifikansi 0,000 .
< 0,.
, yang menandakan adanya pengaruh signifikan terhadap hasil belajar Temuan ini mengindikasikan bahwa model Experiential Learning berbasis video interaktif efektif meningkatkan kemampuan evaluatif peserta didik.
Secara implikatif, model ini dapat dijadikan alternatif strategis untuk mengembangkan pembelajaran Pendidikan Agama Islam yang kontekstual dan bermakna.
Kata Kunci: Experiential Learning.
Video Interaktif.
Hasil Belajar Al-Fikru: Jurnal Ilmiah.
Vol.
No.
July-December 2025
INTRODUCTION
a p-ISSN: 1978-1326a e- ISSN: 2721-4397 Hikmah Hikmah et al.
, 2022.
Rachmadhani In ideal conditions.
PAI learning & Kamalia, 2.
Therefore, a learning should be designed to be varied and model that can be adapted to students' encourage active student participation.
learning needs is required (Irawati et al.
Teachers should not only rely on lectures.
Nurnaifah et al.
, 2.
In addition, learning media should be able to meet students' visual and simulations, and experiential learning.
interactive needs.
School facilities and fun and dynamic learning model will teacher competence in managing digital think actively, learning are also important.
In terms of participate, and learn according to their learning outcomes, students should ideally be able to develop thinking skills from basic to advanced levels (C1AeC.
Thus, students to between students.
learning not only conveys information but Students' learning styles are an also fosters logical, independent, and important factor that influences how they creative thinking in line with the demands receive and process information.
This has of the times.
an impact on differences in levels of However, understanding and learning outcomes.
problems are still found in the field.
Based Learning outcomes themselves reflect the changes that occur after the learning observation and interviews with Islamic process takes place.
Each student has varying achievements, both high and low.
Muhammadiyah 3 Bandar Lampung.
Mr.
which are influenced by internal and Muhammad Arsy, on May 12, 2025, external factors.
(Indah & Farida, 2021.
Yandi et al.
, 2.
Optimal learning Among them are that learning outcomes are influenced by various is still dominated by conventional lecture factors, both internal and external (Artha and question-and-answer methods, the Margiathi et al.
, 2.
Asmani found a use of interesting media is still minimal.
Islamic and the use of interactive videos is not education learning activities and student optimal due to the limited competence of achievement, while Noor Biatun stated teachers in packaging digital material.
that learning motivation also has a addition, students experience difficulties significant effect on achievement in this at the C5 (Evaluatio.
cognitive level, as This means that learning activities reflected in the learning outcomes in and motivation are important factors that Figure 1, where there are more incorrect contribute to learning outcomes in Islamic answers than correct answers at that religious education (Budiana et al.
, 2021.
SMP
Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Al-Fikru: Jurnal Imiah.
Vol.
No.
July-December 2025 a p-ISSN: 1978-1326a e- ISSN: 2721-4397 Correct Answer Wrong Answer Figure 1.
Diagram of student learning outcomes Based on the figure above, the main action and reflection, so that when students problem with student learning outcomes are directly involved in activities, their lies at the C5 (Evaluatio.
cognitive level, understanding becomes deeper and more marked by a high number of incorrect meaningful (Alokafani et al.
, 2022.
Gaurifa answers compared to correct answers, & Darmawan Harefa, 2.
which is the opposite of the pattern at The solution proposed by the other levels.
This shows that students have researchers is the implementation of an difficulty assessing information, making Experiential Learning model based on decisions based on criteria, or justifying interactive videos.
This model combines This reflects that higher-order direct experience with visual media to help mastered, even though they are very concretely, build curiosity, and encourage important in meaningful learning and logic active involvement.
Students not only and evidence-based decision making.
receive the material but also engage in Given the low level of activity, observation, reflection, experimentation, learning motivation, and student ability in and application according to the stages of the evaluation aspect (C.
, an approach experiential learning.
It is hoped that this that actively and meaningfully involves students is needed.
The complex nature of learning outcomes in Islamic religious Islamic Education material requires the use of varied learning models that are Previous studies have proven the appropriate for learning objectives in the models in improving learning outcomes in domains (Apriwulan et al.
, 2025.
Kartika I, various subjects and levels of education .
Safitri et al.
, 2023.
Wahono et al.
Sahlan .
shows that experiential One relevant model is experiential learning with the Phyphox application has learning, which emphasizes active learning a significant effect on motivation to learn through real experiences.
This model links physics, while Lutfiyah .
proves its Rodiani Puspita Sari.
Erlina.
Sunarto .
Al-Fikru: Jurnal Ilmiah.
Vol.
No.
July-December 2025 a p-ISSN: 1978-1326a e- ISSN: 2721-4397 The urgency of this research lies in outcomes through virtual experiments.
the need for more contextual Islamic Arifah.
and Arianto.
show an religious education learning innovations increase in critical thinking skills and that actively involve students.
So far, language skills through the integration of Islamic religious education learning has experiential learning with team quizzes lecture and memorization methods, which Wibowo.
teacher-centered are ineffective in developing higher-order superiority of this method over lectures in thinking skills, especially in the evaluation improving the achievement of vocational aspect (C.
In fact.
Islamic religious high school students.
However, there has been no research that specifically examines the application of experiential learning in understanding and direct experience.
The Islamic religious education, especially with the integration of interactive video media learning model offers an approach that can at the junior high school level.
address these challenges by combining This study offers novelty in several First, hands-on in-depth video-based engaging visual media.
experiential learning in Islamic religious The implications of this study are education subjects, which have tended to expected to provide tangible benefits for be taught conventionally, differs from improving the quality of Islamic religious previous research focusing on science or education, particularly in terms of selecting learning models that are more contextual, interactive videos makes learning more engaging, and suited to the characteristics Third, of today's students.
If interactive video- methodologically, this study quantitatively based experiential learning models prove measures the influence of these models effective, these results can be used as a and media on the cognitive learning reference for Islamic religious education outcomes of junior high school Islamic teachers in developing learning strategies religious education students, an area that that can improve students' conceptual Fourth, understanding, active engagement, and interactive videos address the challenge of overall learning outcomes.
Furthermore.
Islamic these findings may also encourage schools religious education learning.
Thus, this and policymakers to integrate experience- study makes an original contribution to based and technology-based approaches into the curriculum as part of religious Second, experience-based technology-based learning in the digital education innovation in the digital age.
Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Al-Fikru: Jurnal Imiah.
Vol.
No.
July-December 2025
METHOD
groups to analyze the situations in the This study used a quantitative a p-ISSN: 1978-1326a e- ISSN: 2721-4397 Islamic quasi-experimental contained therein, and express their method and a post-test only control opinions and solutions based on their The teacher created a real The conducted in the odd semester of the 2025/2026 SMP simulation, which allowed students to Muhammadiyah 3 Bandar Lampung.
The experience and solve problems directly.
research sample consisted of two classes Furthermore, students are encouraged to selected by simple random sampling, make decisions independently and take namely class Vi-A as the control group responsibility for their choices.
The that received conventional learning, and activity ends with a reflection session, class Vi-B as the experimental group where students recount their learning video-based Experiential Learning model.
The study began with understanding from various perspectives (Ericca Retna Kusumawati, 2.
The research instrument consists experimental class through learning with Experiential Learning syntax, while the questions focused on indicators C1-C5.
control class continued to use the Before use, the instrument was tested for methods normally applied by teachers.
validity and reliability using the product After moment test and Cronbach's Alpha.
completed, both classes were given a Furthermore, prerequisite tests were post-test to measure cognitive learning outcomes at the evaluation level (C.
sing the Liliefors tes.
and homogeneity tests .
sing the Bartlett tes.
to ensure Bloom's The multiple-choice including normality tests the suitability of the data before analysis.
The post-test data from both groups were Experiential Learning model in the analyzed using an independent sample t- experimental class followed six main steps, starting with the design of open learning experiences relevant to real-life outcomes of students who participated in The teacher provided stimuli in Experiential Learning and those who the form of interactive videos depicting participated in conventional learning.
The religious issues in everyday life, then results of this test were used as the basis motivated students to actively participate for drawing conclusions about the effect in learning activities.
Students were of the learning model on improving directed to work individually and in Rodiani Puspita Sari.
Erlina.
Sunarto .
Al-Fikru: Jurnal Ilmiah.
Vol.
No.
July-December 2025 a p-ISSN: 1978-1326a e- ISSN: 2721-4397 students' evaluative thinking skills in After the learning was completed.
Islamic religious education.
both groups were given a learning outcome test, and the data obtained was analyzed RESULTS AND DISCUSSION using normality tests, homogeneity tests.
Results and t-tests to determine the differences in This study was conducted at SMP learning outcomes and the effect of Muhammadiyah 3 Bandar Lampung to determine the effect of the interactive Experiential Learning model on student video-based Experiential Learning model learning outcomes.
on student learning outcomes in Islamic The video-based After analyzing the data on student learning outcomes in Islamic Religious instrument was a multiple-choice test Education Vi .
s compiled based on learning indicators, experimental clas.
and class Vi A .
s the which was then validated by expert control clas.
, the following interpretation validators and tested outside the research was obtained:
The test results showed that the Normality Test instrument was valid and reliable and The normality test is used to see therefore suitable for use.
The test was whether the collected data is normally then given to two groups, namely the distributed or not.
The data is considered experimental class that used the interactive normal if the significance value is > 0.
video-based Experiential Learning model The following are the results of the and the control class with conventional normality test in this study Table 1.
Description of Normality Test Results Based results of the group 2 has a significance value of 0.
normality test using the Kolmogorov- (Kolmogorov-Smirno.
Smirnov and Shapiro-Wilk methods, it is (Shapiro-Wil.
This indicates that the Sig.
known that the data in group 1 has a .
value in the experimental class and significance value of 0.
095 (Kolmogorov- control class is greater than 0.
05, so it can Smirno.
237 (Shapiro-Wil.
and in be concluded that the data from both .
Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Al-Fikru: Jurnal Imiah.
Vol.
No.
July-December 2025 a p-ISSN: 1978-1326a e- ISSN: 2721-4397 groups is normally distributed.
Thus, the number of research populations are the data meets one of the requirements for same .
or not the same parametric testing.
on-homogeneou.
Homogeneity Test considered homogeneous if the Sig.
value is The homogeneity test is used to determine whether the variances of a The > 0.
The following are the results of the homogeneity test in this study:
Table 2.
Description of Homogeneity Test Results This test was conducted using learning using the interactive video- Levene's Test for Equality of Variances based Experiential Learning model and with a significance level of 0.
The test results showed a Sig.
value of 0.
conventional instructional methods.
This which is greater than 0.
This indicates analysis aimed to compare the mean that the learning outcome data between post-test scores of the experimental and the experimental class and the control control groups after the implementation class had homogeneous variance, so it proceeded to the t-test.
applying the t-test, the study was able to T-test The t-test was employed to examine experiential, media-supported learning approach in enhancing studentsAo learning difference existed in learning outcomes between students who participated in teacher-centered instruction.
Table 3.
Description of Independent Sample T-test Results Rodiani Puspita Sari.
Erlina.
Sunarto .
Al-Fikru: Scientific Journal.
Vol.
No.
July-December 2025 Based on the analysis results, the a p-ISSN: 1978-1326 a e-ISSN: 2721-4397 .
, t-count = 3.
850, which is greater than t- students to assess, give reasons, and make table = 2.
Thus, it can be concluded that there is a significant difference Achievement important in PAI learning, because it not students in the experimental class and the only requires conceptual understanding of Islamic teachings, but also the ability of application of the Experiential Learning students to apply these values critically model based on interactive videos has a and responsibly in their daily lives.
Thus, positive effect on Islamic Education the success of the interactive video-based learning outcomes, particularly on higher- Experiential Learning model shows that order thinking skills (C5- evaluatio.
PAI learning does not have to stop at This Sig.
-taile.
value = 0.
< 0.
and memorization and basic understanding.
Discussion The results of this study indicate that the application of the interactive development of higher-order thinking video-based Experiential Learning model The effectiveness of this model is has a significant effect on student learning inseparable from the main characteristics outcomes in Islamic Religious Education of Experiential Learning, which places (PAI) at SMP Muhammadiyah 3 Bandar learners as active subjects in the learning Lampung.
This finding is evidenced by the Learning begins with the design t-test results, which show a significance of learning experiences that are open and value of 0.
000, which is less than the relevant to the learning objectives.
In the significance level of 0.
Statistically, context of this study, teachers presented these results confirm that there is a clear interactive videos that depicted real difference between the learning outcomes situations related to ethical issues and religious practices in everyday life.
The presentation of this real-life context plays an important role in building a bridge participated in conventional learning.
This between abstract concepts in Islamic difference shows that learning models Education material and the concrete interactive visual media can have a Experiential Learning.
When learners are positive impact on the quality of Islamic able to relate the subject matter to the Education learning.
realities of life, the learning process The outcomes in this study was particularly 371 | Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Al-Fikru: Scientific Journal.
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No.
July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 inseparable from the social context they information passively, but are directly involved in the process of processing The use of interactive videos in the In the context of Islamic early stages of learning also serves as an Education, effective stimulus to increase students' students to understand that Islamic values readiness to learn.
Videos not only present can be viewed and applied in various information visually, but also give rise to situations in life, rather than as rigid cognitive and emotional conflicts that concepts that are separate from reality.
encourage students to think more deeply.
Thus, learning is not only cognitive in Observations during learning show that nature, but also touches on affective aspects, students are more focused, enthusiastic, and actively engaged compared to learning that relies solely on verbal explanations The next syntax in Experiential from teachers.
This is in line with the view Learning emphasizes the creation of real that learning motivation is an internal factor situations and encourages students to make that greatly influences learning success.
decisions independently.
At this stage.
With students are faced with real-life problems students' learning motivation increases, that require assessment and consideration, making them more ready to engage in such as attitudes in teenage social circles, higher-level thinking processes.
the use of social media, or the practice of The religion in certain conditions.
Learners are implementation of Experiential Learning is not only asked to determine what is right or the organization of learning activities wrong, but also to explain the reasons through individual and group work.
In this behind their choices and consider the study, students were given the opportunity impact of those decisions.
This process to discuss, express their opinions, and find directly trains evaluative thinking skills, as solutions to the problems presented in the learners must use their knowledge, values.
This discussion process encourages and experiences to make logical and intensive social interaction, where students responsible decisions.
learn to listen to others' views, compare The arguments, and defend their opinions with independently is an important competency logical reasoning.
This activity not only in Islamic Education learning, because the improves communication and collaboration ultimate goal of religious education is not skills but also trains students' evaluative only conceptual understanding, but also abilities, as they must assess various character and behavior formation.
Through perspectives before drawing conclusions.
Learning becomes more dynamic evaluation and reflection, students learn because students do not merely receive that Islamic teachings are not only studied.
Rodiani Puspita Sari.
Erlina.
Sunarto | 372 Al-Fikru: Scientific Journal.
Vol.
No.
July-December 2025 a p-ISSN: 1978-1326 a e-ISSN: 2721-4397 but also consciously practiced in everyday Meanwhile, for future researchers, this The reflection stage is a very study can be used as a reference for important conclusion to the entire learning developing experience-based learning in At this stage, students are invited other subjects and further exploring its to reflect on their learning experiences, both influence on affective and psychomotor verbally and in writing.
Reflection allows Thus, this study contributes to students to review what they have learned, encouraging innovation in learning that is how they understand the material, and how relevant to the demands of the times and the needs of today's students.
perspectives and attitudes.
The results of the reflection show that learners are able to express their understanding from various CONCLUSION This study concludes that the perspectives, which indicates that learning video-based Experiential has reached a level of internalization, rather Learning model has a significant effect on than just a superficial mastery of the student learning outcomes in Islamic Religious Education at SMP Muhammadiyah For teachers, the reflection stage also 3 Bandar Lampung.
This is demonstrated by serves as a means of holistic learning statistical test results that produced a Teachers can assess not only significance value of 0.
< 0.
, which cognitive learning outcomes, but also the means that there is a real increase in process and development of students' Thus.
PAI learning becomes participate in learning using this model, more comprehensive and oriented towards especially in evaluative thinking skills (C.
the holistic development of students.
This model has been proven to be effective Overall, the results of this study because it is able to create an active, confirm that the interactive video-based enjoyable learning atmosphere that is close Experiential to real life, so that students find it easier to effective in improving Islamic Education understand the material and dare to make Learning Future evaluative skills (C.
This model is able to researchers are advised to apply the address the challenges of Islamic Education learning, which has tended to be teacher- Learning model to other subjects, both at the same and different levels of education.
For educators, these findings to see the consistency of its effectiveness in provide alternative learning strategies that improving higher-order thinking skills.
are contextual, engaging, and applicable.
For addition, the development of interactive students, this approach provides an active videos with more varied and contextual video-based Experiential 373 | Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Al-Fikru: Scientific Journal.
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July-December 2025 content can also be a focus so that learning becomes more interesting and meaningful for students.
Further research could also explore the affective and psychomotor
aspects of students as part of a more comprehensive measurement of learning REFERENCES