Muhadloroh sebagai Pembelajaran Eksperiensial: Pengembangan Life Skills Siswa di Madrasah Tsanawiyah

Abstract

Muhadloroh is commonly practiced in Islamic educational institutions as a structured public-speaking activity, yet its educational value extends beyond speaking performance. This article critically re-examines Nahda Mafazah Humairo’s undergraduate study on life-skill development through muhadloroh among seventh-grade students at MTs Bustanul Huda Karangketug, Pasuruan. Using a critical document review and thematic content analysis, the article reorganizes the original findings around three analytical themes: authentic role-based participation, multidimensional life-skill formation, and reflective assessment. The review shows that students rotate through roles such as master of ceremony, speaker, moderator, and evaluator; prepare their own speech materials; perform before peers; and participate in discussion and feedback. These experiences potentially develop personal skills through self-confidence and emotional regulation, social skills through cooperation and audience awareness, academic skills through content organization and reasoning, and communicative-vocational skills through public speaking. The discussion argues that muhadloroh is best understood not merely as an extracurricular speaking exercise but as a form of values-based experiential learning in which students learn through preparation, performance, social interaction, feedback, and repeated practice. Its pedagogical strength lies in combining Islamic communicative traditions with contemporary competencies such as communication, collaboration, critical thinking, self-management, and responsibility. However, the original evaluation remains largely oral and observational, limiting evidence of individual progression. The article therefore proposes a formative assessment framework integrating performance rubrics, self-reflection, peer feedback, and longitudinal portfolios. This reframing contributes to Islamic education scholarship by positioning muhadloroh as an experiential life-skills pedagogy rather than simply a public-speaking routine.