A DEVELOPMENTAL PSYCHOLOGY-INFORMED LEARNING MODEL FOR IMPROVING STUDENT ENGAGEMENT IN ISLAMIC PRIMARY EDUCATION: EVIDENCE FROM MUHAMMADIYAH SCHOOL IN PROBOLINGGO

Abstract

Student engagement in Islamic primary education requires learning approaches that are responsive to children’s cognitive, emotional, social, and moral development. This study aims to develop and examine a Developmentally Responsive Learning Model for enhancing student engagement in Islamic primary schools by integrating developmental psychology principles with Islamic educational practices. Employing a qualitative case study design, this research was conducted at MI Muhammadiyah Kota Probolinggo, East Java, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis involving ten educational practitioners, including school leaders and teachers. Data were analysed using thematic analysis to identify patterns related to developmental adaptation, teacher–student interaction, learning engagement, and pedagogical transformation. The findings reveal that the proposed model consists of four interconnected dimensions: developmental-based instructional adaptation, meaningful teacher–student relationships, multidimensional student engagement, and the transformation of teachers’ pedagogical roles. The model demonstrates that students’ engagement increases when learning activities are aligned with their developmental characteristics and supported by emotionally responsive classroom environments. Furthermore, the integration of Islamic educational values strengthens students’ moral, social, and spiritual engagement in learning processes. This study contributes theoretically by extending developmental psychology-based pedagogy within Islamic education and provides practical implications for designing inclusive, meaningful, and culturally responsive learning environments in Islamic primary schools.