Abstract
Islamic Religious Education is oriented not only toward the acquisition of religious knowledge but also toward the internalization of Islamic values in students’ behavior. However, understanding religious teachings does not always correspond to the ability to apply them in everyday life. This condition highlights the importance of a learning approach that connects knowledge, experience, reflection, and the habituation of religious behavior. This study aims to analyze the relevance of Learning by Doing to the process of internalizing Islamic values and to formulate a conceptual framework for experience-based learning to strengthen students’ religious character. The study employs a qualitative approach through library research, using the Qur’an, Islamic education literature, and relevant scholarly articles on value internalization and character education as data sources. The data are analyzed thematically through concept identification. The analysis is expected to produce a conceptual framework that connects concrete experience, reflection on experience, interpretation of Islamic values, practical application, and behavioral habituation as a process of strengthening religious character. This study is expected to make a conceptual contribution to the development of more contextual and transformative Islamic Religious Education and to provide a foundation for empirical research examining the implementation of this framework in educational settings.