Between Policy and Practice: Teachers’ Lived Narratives of Deep Learning Implementation, Classroom Interaction, and Learning Transformation in Indonesian Elementary Education
Indonesia Indonesia Indonesia Indonesia Indonesia 
Libya 
Article Sidebar
-
Character-Based Pedagogy, Deep Learning, Digital Transformation, Elementary Schools, Islamic Religious Education
Abstract
Background. The implementation of deep learning, character-based pedagogy, and digital transformation has become an important agenda in improving the quality of Islamic Religious Education in elementary schools. However, the translation of policy into classroom practice often depends on teachers’ readiness, pedagogical understanding, digital competence, and school-level support.
Purpose. This study aims to explore teachers’ experiences in bridging educational policy and classroom practice through the strengthening of deep learning, character-based pedagogy, and the digital transformation of Islamic Religious Education in elementary schools.
Method. This study employed a qualitative research design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving Islamic Religious Education teachers at the elementary school level. The data were analyzed thematically to identify patterns related to deep learning practices, character formation, digital integration, and implementation challenges.
Results. The findings indicate that teachers understand deep learning as a process of promoting meaningful understanding, reflection, critical engagement, and the internalization of Islamic values. Character-based pedagogy is implemented through habituation, moral exemplification, classroom dialogue, and the integration of religious values into daily learning activities. Digital transformation supports Islamic Religious Education through multimedia resources, interactive learning platforms, and online assessment tools. However, its implementation is constrained by limited infrastructure, varying levels of digital literacy, unequal access to technology, and insufficient professional development.
Conclusion. The study concludes that the successful transformation of Islamic Religious Education requires stronger alignment between policy expectations and classroom realities. Continuous teacher training, institutional support, adequate digital infrastructure, and context-sensitive pedagogical strategies are essential to strengthen deep learning, character formation, and digital integration in elementary Islamic Religious Education.
Full text article
References
A’yunin, Q., Soraya, I., & Hamdani, A. S. (2022). Learning Islamic Religious Education and Character with the Discovery Learning Model to Improve Students’ Critical Thinking Ability. Khazanah Pendidikan Islam, 4(2), 96–102. https://doi.org/10.15575/kp.v4i2.19066
Ahmad, A., Nurhadi, M., & Puspitasari, D. R. (2026). Enhancing Pre-Service Teachers’ Literacy and Numeracy through Deep Learning Pedagogy: Evidence from a Quasi-Experimental Study. International Journal of Educational Narratives, 4(2), 488–501. https://doi.org/10.70177/ijen.v4i2.3478
Ali, M., & Hidayat, A. (2026). Digital Storytelling in Islamic Religious Education?: Enhancing Engagement and Identity Formation in Contemporary Pedagogical Contexts.
Dwiyani, A., Fadli, A., Jumarim, J., Fitriani, M. I., Fuadi, A., & Yorman, Y. (2023). Character Education Model in Islamic Religious Education in Public High Schools in the City of Mataram. International Journal of Educational Narratives, 2(1), 53–65. https://doi.org/10.70177/ijen.v2i1.624
Eko Atmojo, S., Dwi Lukitoaji, B., Dyah Rahmawati, R., Dwi Anggriani, M., & Putri Anindya, A. (2025). Effects of Hybrid STEM Learning on 21st-Century Skills and Character Development in Prospective Elementary Teachers: A Mixed-Methods Study from Indonesia. Qubahan Academic Journal, 5(2), 384–401. https://doi.org/10.48161/qaj.v5n2a1716
Harris, O., Taylor, S., & Mitchell, T. (2025). Telling the Land: Aboriginal Educational Narratives and Curriculum Integration in Australian Schools. International Journal of Educational Narratives, 3(3), 206–216. https://doi.org/10.70177/ijen.v3i3.2211
Jaedun, A., Nurtanto, M., Mutohhari, F., Saputro, I. N., & Kholifah, N. (2024). Perceptions of vocational school students and teachers on the development of interpersonal skills towards Industry 5.0. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2375184
Kholifah, N., Majid, N. W. A., Subakti, H., Putri, G. E., Suyitno, & Zuhri, M. T. (2023). Contribution of Local Product Purchase Policy to Improvement of the 21st Century Learning. WSEAS Transactions on Systems, 22, 231–241. https://doi.org/10.37394/23202.2023.22.24
Kholifah, N., Nurtanto, M., Kassymova, G. K., & Subakti, H. (2024). Evidence of positive influence?: soft skills competence and organizational culture on innovative work behavior Evidence of positive influence?: soft skills competence and organizational culture on innovative work behavior. Journal of Education and Learning (EduLearn), April. https://doi.org/10.11591/edulearn.v18i4.21018
Kholifah, N., Nurtanto, M., Mutohhari, F., Subakti, H., Ramadhan, M. A., & Majid, N. W. A. (2024). The mediating role of motivation and professional development in determining teacher performance in vocational schools. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2421094
Kiri, M., & Dara, C. (2024). The Influence of STEM-Based Learning on Students ’ Critical Thinking Skills.
Kurniawan, N., Limei, S., & Catherine, S. (2023). Improving Students Islamic Behavior through Teacher Prophetic Education Model. International Journal of Educational Narratives, 1(1), 30–35. https://doi.org/10.55849/ijen.v1i1.239
Mukmin, M., Subakti, H., Rosadi, K., Nuraini, N., Maryam, M., Al Arifi, N., Taufik, M., Radiyah, I., Wiwik, A., & Idris, A. R. (2024). Metode Khusus Pembelajaran PAI di Abad 21. Yayasan Kita Menulis.
Mukmin, M., Yusuf, B., Sartini, D., Nuraini, N., Radiyah, I., Subakti, H., Angranti, W., Efendi, M. Y., Idris, A. R., & Misran, M. (2024). Pembelajaran PAI di Era Digital. Yayasan Kita Menulis.
Muqowim, & Lessy, Z. (2021). Revisiting Islamic Studies: Cementing Bases for Integrating Science and Religion in Islamic Higher Educational Institutions. Jurnal Pendidikan Agama Islam, 18(1), 1–20. https://doi.org/10.14421/jpai.2021.181-01
Musnandar, A., Sutrisno, S., Hidayati, S., Wahyudin, A., & Arifin, T. (2024). Critical Study of National Examination Policy in the Students’ Learning Achievement and its Implications for Madrasah. International Journal of Educational Narratives, 2(5), 425–439. https://doi.org/10.70177/ijen.v2i5.1302
Naldi, A., & Srisudarso, M. (2024). Evaluation of the Effectiveness of Artificial Intelligence System in Higher Education Curriculum Management. International Journal of Educational Narratives, 2(2), 189–198. https://doi.org/10.70177/ijen.v2i2.792
Net, W. W. W. P., Marganingsih, A., Pelipa, E. D., Seran, E. Y., Tuah, A. E., Kholifah, N., & Subakti, H. (2024). Determining Green Entrepreneurial Innovation of Higher Education Students: SEM Analysis Approach. Pegem Journal of Education and Instruction, 14(2), 158–166. https://doi.org/10.47750/pegegog.14.02.20
Pebrina, R., Vera, U. M., Herawati, S., & Akbar, A. (2026). Narrative-Based Interactive Multimedia in Islamic Religious Education: Reconstructing Learning Engagement among Generation Z. International Journal of Educational Narratives, 4(2), 427–440. https://doi.org/10.70177/ijen.v4i2.3451
Romlah, L. S., Wahid, L., Sukma, H. S., & Pahrudin, A. (2024). Learning Management to Stimulate Critical Thinking in Islamic Religious Education Study Program Students. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 15(1), 153. https://doi.org/10.24042/002024152005100
Salehudin, M., Zurqoni, Z., Robingatin, R., Syobah, S. N., Janah, F., Rorimpandey, W. H. F., & Subakti, H. (2023). Mobile Learning With Discord Application as Creative Teaching. TEM Journal, 12(3), 1697–1705. https://doi.org/10.18421/TEM123-51
SM, K., Sari, R. P., & Solihah, A. (2024). Implementation of the MBKM Curriculum (Independent Learning Independent Campus) Towards the Islamic Religious Education Study Program at Higher College Level. International Journal of Educational Narratives, 2(4), 398–409. https://doi.org/10.70177/ijen.v2i4.1236
Subakti, H., Nasir, M., & Salehudin, M. (2026). Implementation of Digital Textbooks in Islamic Religious Education to Develop Critical Thinking Skills of University Students. 7(1), 155–173.
Sudarmanto, E., Yenni, Y., Rahmawati, I., Hana, K. F., Prasetio, A., Umara, A. F., Susiati, A., Hardono, J., Harizahayu, H., & Harianja, J. K. (2022). Metode Riset Kuantitatif dan Kualitatif. yayasan kita menulis.
Sudarwati, N., Prianto, A., & Firman. (2025). The Effectiveness of Marketing-Oriented Project-Based Mobile Learning in Improving Students’ Critical Thinking and Collaboration Skills in Business Education. Educational Process: International Journal, 16. https://doi.org/10.22521/edupij.2025.16.271
Sufyadi, S., Rini, S., Dewi, L. K., Sadilla, A., & Afriandy, M. (2026). Teachers’ Lived Experiences and Readiness for Coding and AI Education: A Narrative Case Study from South Kalimantan. International Journal of Educational Narratives, 4(1), 101–117. https://doi.org/10.70177/ijen.v4i1.3511
Authors
Copyright (c) 2026 Hani Subakti, Nurul Hikmah, Eka Selvi Handayani, Euis Kusumarini, Wiwik Angranti, Abror Nusaf Mujaddid
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
