Integrating deep learning pedagogy with project-based spiritual learning (PBSL): a transformative model for Islamic Religious Education in elementary schools

This study develops and evaluates the effectiveness of Project-Based Spiritual Learning (PBSL), integrated with deep learning pedagogy, in enhancing conceptual understanding and spiritual reflection in school-based Islamic Religious Education at the elementary level. Employing a Research and Development (R&D) design based on the ADDIE framework, the study involved 80 fifth-grade students aged 10–11 years from a public elementary school in Sumenep Regency, East Java, Indonesia. Participants were randomly assigned to experimental and control groups, each consisting of 40 students. Quantitative data were collected through pre- and post-tests and analysed using independent-samples t-tests, normalised gain scores, Cohen’s d, and Pearson correlation. Qualitative data from reflection journals, classroom observations, and teacher interviews were analysed thematically using the Miles and Huberman model. The findings show significant improvements in conceptual understanding (t = 7.432, p < 0.001, d = 1.46) and spiritual reflection (t = 8.015, p < 0.001, d = 1.54), with both achieving high N-gain categories. A strong positive correlation (r = 0.812, p < 0.01) indicates that deeper conceptual engagement is associated with stronger spiritual reflection. The study introduces a Deep Spiritual Learning framework and offers a contextual, values-oriented model for 21st-century Islamic Religious Education.