PENDIDIKAN AGAMA ISLAM BERBASIS PEMBELAJARAN REFLEKTIF DI SEKOLAH DASAR UNTUK MENUMBUHKAN SIKAP RESILIENSI PESERTA DIDIK DARI KELUARGA KARIERNIM.: 19304016016Muhammad Nuril AnamauthorThe implementation of reflective learning-based Islamic Religious Education (IRE) in elementary schools has not yet been optimal. Learning practices remain predominantly focused on cognitive achievement and have not fully accommodated students' social, psychological, and spiritual developmental needs. This issue is particularly significant for students from dual-career families, where limited parent-child interaction may affect character development, emotional regulation, and psychological resilience. This study aims to analyze the implementation of reflective learning-based Islamic Religious Education in elementary schools as a means of fostering resilience among students from dual-career families, as well as to examine the perceptions of teachers, students, and parents regarding its implementation. This study employed a qualitative approach using a multisite case study design conducted at Muhammadiyah Sapen Elementary School and Tumbuh 1 Elementary School in Yogyakarta, Indonesia. The research participants consisted of Islamic Religious Education teachers, fifth- and sixth-grade students from dual-career families, and their parents, who were selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The trustworthiness of the findings was established through source triangulation and methodological triangulation. The findings reveal that reflective learning-based Islamic Religious Education in both schools is implemented through four interconnected stages: authentic experience, critical reflection, internalization of Islamic values, and meaningful action, all of which are continuously integrated into the learning process. This approach enables students to reflect on their lived experiences, internalize Islamic values such as sabr (patience), shukr (gratitude), tawakkul (trust in God), and ikhtiar (earnest effort), while developing emotional regulation, self-confidence, problem-solving skills, and positive adaptation to various life challenges. Teachers, students, and parents perceive this approach as effective because it connects students' real-life experiences with Islamic Religious Education, making learning more meaningful, contextual, and transformative in fostering resilience. Based on the synthesis of the research findings, a conceptual framework entitled REKAT (Reflective, Contextual, Affective, and Transformative) was developed. REKAT represents a conceptual framework for Islamic Religious Education that positions students' lived experiences as the foundation of reflective learning to foster resilience through the integration of cognitive, affective, spiritual, and social dimensions within Islamic Religious Education at the elementary school level.371.36 Metode Pengajaran, Metode Pembelajaran2026-07-27UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis