Deep Learning, Islamic Character, and Student Well-Being: A Quality Improvement Model for Muhammadiyah Elementary Education in Probolinggo City
DOI:
https://doi.org/10.46773/8vxbcn72Abstract
The increasing complexity of contemporary education requires elementary schools to develop learning approaches that integrate academic achievement, character development, and students’ holistic well-being. Islamic elementary education faces the challenge of strengthening educational quality while maintaining religious values, moral development, and positive learning experiences. This study aims to explore how deep learning pedagogy contributes to Islamic character formation and student well-being as an integrated quality-improvement model within Muhammadiyah elementary education. This study employed a qualitative approach with an exploratory interpretive orientation. The research was conducted in Muhammadiyah elementary education in Probolinggo City, East Java, Indonesia, over a three-month period from September to November 2025. Data were collected through semi-structured interviews and classroom observations involving nine participants, consisting of five teachers and four students. The data were analysed using reflexive thematic analysis to identify patterns of pedagogical practices, Islamic character development, and students’ learning experiences. The findings reveal an integrated model consisting of three interconnected dimensions: deep learning pedagogy, Islamic character formation, and student well-being. Deep learning practices were manifested through meaningful, mindful, and joyful learning experiences that encouraged reflection, active participation, and contextual understanding. Islamic character formation occurred through value integration, internalisation, habituation, and moral action embedded within classroom and school practices. Furthermore, student well-being was strengthened through positive emotions, engagement, supportive relationships, safety, and a sense of belonging. This study contributes to the development of Islamic educational quality models by demonstrating that sustainable improvement in Muhammadiyah elementary education emerges from the synergy between pedagogical innovation, moral-spiritual development, and students’ holistic well-being.
References
Abraham, D. M., & Padmakumari, P. (2026). Developing qualitative interview guides: A methodological framework for novice researchers. Nurse Education Today, 163, 107116. https://doi.org/10.1016/j.nedt.2026.107116
Berger, E., Reupert, A., Campbell, T. C. H., Morris, Z., Hammer, M., Diamond, Z., Hine, R., Patrick, P., & Fathers, C. (2022). A systematic review of evidence-based wellbeing initiatives for schoolteachers and early childhood educators. Educational Psychology Review, 34, 2919–2969. https://doi.org/10.1007/s10648-022-09690-5
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
Brunsdon, J. J., & Walker, D. I. (2022). Cultivating character through physical education using memetic, progressive and transformative practices in schools. Journal of Moral Education, 51(4), 477–493. https://doi.org/10.1080/03057240.2021.1894105
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56, 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Chang, H. (2022). The longitudinal transition of the moral character latent profile of elementary school students and predictive factor verification in Korea. Acta Psychologica, 230, 103710. https://doi.org/10.1016/j.actpsy.2022.103710
Chen, H., & Yu, Y. (2022). The impact of social-emotional learning: A meta-analysis in China. Frontiers in Psychology, 13, 1040522. https://doi.org/10.3389/fpsyg.2022.1040522
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35, 30. https://doi.org/10.1007/s10648-023-09752-2
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2021). Need-supportive teaching is positively associated with students’ well-being: A cross-cultural study. Learning and Individual Differences, 92, 102051. https://doi.org/10.1016/j.lindif.2021.102051
Nachtigall, V., Shaffer, D. W., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects of authentic learning. Educational Psychology Review, 34, 1479–1516. https://doi.org/10.1007/s10648-022-09676-3
Sundberg, F., Kirk, S., & Lindahl, B. (2021). Qualitative observational research in the intensive care setting: A personal reflection on navigating ethical and methodological issues. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 58. https://doi.org/10.1177/00469580211060299
Takizawa, Y., Bambling, M., Matsumoto, Y., Ishimoto, Y., & Edirippulige, S. (2023). Effectiveness of universal school-based social-emotional learning programs in promoting social-emotional skills, attitudes towards self and others, positive social behaviors, and improving emotional and conduct problems among Japanese children: A meta-analytic review. Frontiers in Education, 8, 1228269. https://doi.org/10.3389/feduc.2023.1228269
Zuhdi, M., & Syarief, K. (2023). Constructing the concept of student well-being within Indonesian Islamic higher education. Religions, 14(9), 1140. https://doi.org/10.3390/rel14091140
BinTaleb, N. (2021). Web-based instruction in Islamic education: Exploring students’ engagement and learning experiences in digital environments. Education and Information Technologies, 26, 6779–6796.
Braun, V., & Clarke, V. (2021a). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352.
https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2021b). Thematic analysis: A practical guide. SAGE Publications.
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56, 1391–1412.
https://doi.org/10.1007/s11135-021-01182-y
Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 114523.
https://doi.org/10.1016/j.socscimed.2021.114523
Ju’subaidi, J., Rahman, A., & Hidayat, N. (2025). Digital Islamic learning and the transformation of religious knowledge practices among Indonesian Muslim youth. Journal of Islamic Education, 10(1), 45–62.
Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on teachers’ confidence and technology integration in primary education. Education and Information Technologies, 26, 5207–5225.
https://doi.org/10.1007/s10639-021-10533-7
Rogers, S. L., Carr, S., & Hickman, R. (2021). Ethical considerations in qualitative research involving children and young people. International Journal of Qualitative Methods, 20, 1–12.
Stringer, M., Lee, K., & Smith, J. (2022). Digital transformation in primary education: Teachers’ pedagogical beliefs, practices, and challenges. Teaching and Teacher Education, 112, 103644.
Sun, J., Liu, Q., & Li, Y. (2023). Ethical participation and informed consent in qualitative research involving children in educational contexts. International Journal of Educational Research, 118, 102145.
Suzer, T., & Koc, M. (2024). Examining teachers’ digital competence and technology integration practices: The role of professional characteristics and digital access. Education and Information Technologies, 29, 11245–11268.
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Teachers’ digital competence and technology-enhanced learning: A systematic perspective on pedagogical integration. Computers & Education, 198, 104758.
Utami, S. (2024). Digitalization of Islamic religious education: Opportunities and challenges in developing students’ religious literacy. Journal of Islamic Education Studies, 12(2), 155–172.
Wijnen, F. M., Walma van der Molen, J. H., & Voogt, J. (2023). Teachers’ attitudes toward technology and their readiness to foster higher-order thinking through digital learning environments. Computers & Education, 194, 104682
Berger, A., & Golan, O. (2024). Online religious learning: Digital epistemic authority and self-socialization in religious communities. Learning, Media and Technology, 49(2), 274–289. doi:10.1080/17439884.2023.2169833.
BinTaleb, A. (2021). Learning about Islam and Islamic civilisation through a WebQuest: Perspectives from pupils and their teacher. British Journal of Religious Education, 43(2), 218–227. doi:10.1080/01416200.2020.1735997.
Ju’subaidi, Mujahidin, A., Abdullah, I., & Rofiq, A. C. (2025). Students’ critical awareness of the internet and social media use as resources for Islamic learning in Indonesian public senior high schools. British Journal of Religious Education, 47(2), 140–155. doi:10.1080/01416200.2024.2368888.
Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041–5054. doi:10.1007/s10639-021-10439-w.
Stringer, L. R., Lee, K. M., Sturm, S., & Giacaman, N. (2022). A systematic review of primary school teachers’ experiences with digital technologies curricula. Education and Information Technologies, 27(9), 12585–12607. doi:10.1007/s10639-022-11127-z.
Suzer, E., & Koc, M. (2024). Teachers’ digital competency level according to various variables: A study based on the European DigCompEdu framework in a large Turkish city. Education and Information Technologies, 29, 22057–22083. doi:10.1007/s10639-024-12711-1.
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28, 16017–16040. doi:10.1007/s10639-023-11848-9.
Utami, P. T. (2024). Booming internet use during pandemic on Indonesian students’ faith: Threat and opportunity for sustainable religious education and religious inherency formation. British Journal of Religious Education, 46(3), 271–286. doi:10.1080/01416200.2024.2305861.
Wijnen, F., Walma van der Molen, J., & Voogt, J. (2023). Primary teachers’ attitudes towards using new technology and stimulating higher-order thinking in students: A profile analysis. Education and Information Technologies, 28(6), 6347–6372. doi:10.1007/s10639-022-11413-w.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Benny Prasetiya, M. Masyhuri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
