Internalization of Islamic Values Through Life-Based Learning at Bamrung Islam School Pathallung-Thailand
DOI:
https://doi.org/10.54956/edukasi.v14i1.963Keywords:
Internalization of Islamic Values, Life-Based Learning, Islamic Education, Bamrung Islamic SchoolAbstract
This study aims to analyze the process of internalizing Islamic values through the Life-Based Learning (LBL) approach in Bamrung Islam School Pathallung–Thailand and find a conceptual model that explains the relationship between life experience, spiritual reflection, and Islamic character formation in the context of minority Islamic schools. Islamic education in minority areas faces challenges in instilling Islamic values contextually in a multicultural society. LBL is presented as a learning approach that combines real experience with value reflection, in line with the concept of ta'dib in Islam which emphasizes the unity between knowledge, charity, and manners. This research uses a qualitative approach with a case study type. Data was collected through participatory observation, in-depth interviews with teachers, principals, and students, and documentation of learning activities. The analysis was carried out with Miles and Huberman's interactive model which included reduction, presentation, and conclusion drawn, with validation through triangulation of sources and methods. The results of the study show that the process of internalizing Islamic values at Bamrung Islam School takes place through four main stages, namely meaningful life experiences, spiritual reflection, mediation of values by teachers and the environment, and character habituation. Teachers play the role of murabbi and facilitator of values, while the school environment becomes a social system that fosters spiritual awareness and social responsibility. This research resulted in a conceptual model "Life-Based Islamic Value Internalization Cycle" that integrates the theory of Experiential Learning Kolb and the concept of ta'dib Al-Attas. This model can be a contextual Islamic education strategy for schools in multicultural areas.
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