A Deep Learning–Based Islamic Education Learning Model for Developing Students’ Higher Order Thinking Skills

Moch Rizki; Asrori Asrori; Moch Charis Hidayat; Moch Rizki; Asrori Asrori; Moch Charis Hidayat

doi:10.32665/alulya.v11i1.6042

Authors

Moch Rizki Universitas Muhammadiyah Surabaya
Asrori Asrori Universitas Muhammadiyah Surabaya https://orcid.org/0000-0002-0683-3041
Moch Charis Hidayat Universitas Muhammadiyah Surabaya https://orcid.org/0000-0002-8784-9079

DOI:

https://doi.org/10.32665/alulya.v11i1.6042

Keywords:

Deep Learning, Islamic Education, Higher Order Thinking Skills, Reflective Learning, Elementary School

Abstract

This study examines the construction, implementation, and contribution of a deep learning–based Islamic education learning model to the development of Higher Order Thinking Skills (HOTS) among primary school students. It employs an interpretive qualitative approach with an intrinsic case study design and was conducted at SD Muhammadiyah 21 Surabaya. Data were collected through classroom observations, in-depth interviews, and document analysis, and were thematically analyzed using reflective coding techniques. The findings indicate that the deep learning–based Islamic education model emphasizes deep conceptual understanding, reflective dialogue, contextual learning, and the internalization of Islamic values. The implementation of this model shifts Islamic education instruction from a normative, memorization-oriented approach to meaningful, dialogical learning. Empirical evidence further demonstrates that the model is effective at fostering students’ analytical, evaluative, and reflective thinking abilities while strengthening moral awareness and character formation.

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