Understanding, Applying, and Reflecting in Islamic Religious Education: A Multi-Site Study of Jumat Santri in Indonesian Elementary School
DOI:
https://doi.org/10.59944/postaxial.v4i3.1929Keywords:
Deep learning, Elementary education, Islamic Religious Education, Jumat santri, Religious habituation, Spiritual reflectionAbstract
Islamic Religious Education (IRE) in elementary schools often emphasizes textual knowledge and memorization while providing limited opportunities for authentic application and structured reflection. This study examined how the weekly Jumat Santri program facilitated the three dimensions of deep learning—understanding, applying, and reflecting—at SDN Sumurkondang II and SDN Duren II in Karawang Regency, Indonesia. Using a qualitative multi-site case study, data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed through within-site and cross-site procedures. The findings show that understanding was developed through student kultum and contextual Qur’anic explanation, applying was the strongest dimension through congregational prayer, charitable giving, and Islamic etiquette, while reflecting was the least consistently implemented, although guided muhasabah provided a culturally grounded form of spiritual self-evaluation. The study proposes a deep-learning cycle in which religious understanding informs authentic practice, practice becomes the object of reflection, and reflection deepens subsequent understanding. These findings demonstrate that Jumat Santri can function as an authentic deep-learning environment when its religious activities are intentionally connected through understanding, applying, and reflecting
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