A Model Of Worship Value Internalization and Religious Experience In Hasbanah Prayer

Students' religious experiences are formed gradually through habituation, collective worship, and emotional involvement in ritual activities. The internalization process starts with compliance with institutional rules, develops into emotional adaptation and spiritual awareness, and eventually becomes a personal spiritual need. These experiences reflect William James's characteristics of religious experience: ineffability, noetic quality, transience, and partial passivity. Al-Ghazali's perspective explains that worship education involves not only ritual performance but also spiritual dimensions of the heart and inner awareness. However, deep understanding of worship recitations remains weak, indicating that spiritual experiences are shaped more by habituation and ritual atmosphere than by reflective understanding.

Study at a glance

Abstract

This study aims to analyze the model of worship value internalization and the formation of students’ religious experiences through the practice of Hasbanah prayer. The study employed a qualitative approach with a phenomenological design involving three purposively selected informants. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using thematic analysis. The findings show that students’ religious experiences are formed gradually through habituation, collective worship practices, and emotional involvement in ritual activities. The internalization process begins with compliance with institutional rules, develops into emotional adaptation and spiritual awareness, and eventually becomes a personal spiritual need. The study also found that the religious experiences of students reflect several characteristics proposed by William James, including ineffability, noetic quality, transience, and partial passivity. In addition, Al-Ghazali’s perspective helps explain that worship education is not limited to ritual performance but also involves the spiritual dimensions of the heart and inner awareness. However, the aspect of tafahhum, or deep understanding of worship recitations, remains relatively weak. This indicates that students’ spiritual experiences are more strongly shaped by habituation and ritual atmosphere than by reflective understanding of worship meanings. This study concludes that collective worship practices play an important role in strengthening spiritual awareness and shaping students’ religious experiences through a gradual process of value internalization.