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bibo:abstract "The implementation of reflective learning-based Islamic\r\nReligious Education (IRE) in elementary schools has not yet\r\nbeen optimal. Learning practices remain predominantly focused\r\non cognitive achievement and have not fully accommodated\r\nstudents' social, psychological, and spiritual developmental\r\nneeds. This issue is particularly significant for students from\r\ndual-career families, where limited parent-child interaction may\r\naffect character development, emotional regulation, and\r\npsychological resilience. This study aims to analyze the\r\nimplementation of reflective learning-based Islamic Religious\r\nEducation in elementary schools as a means of fostering\r\nresilience among students from dual-career families, as well as to\r\nexamine the perceptions of teachers, students, and parents\r\nregarding its implementation.\r\nThis study employed a qualitative approach using a\r\nmultisite case study design conducted at Muhammadiyah Sapen\r\nElementary School and Tumbuh 1 Elementary School in\r\nYogyakarta, Indonesia. The research participants consisted of\r\nIslamic Religious Education teachers, fifth- and sixth-grade\r\nstudents from dual-career families, and their parents, who were\r\nselected through purposive sampling. Data were collected\r\nthrough participant observation, in-depth interviews, and\r\ndocument analysis. Data were analyzed using the interactive\r\nmodel of Miles, Huberman, and Saldaña, involving data\r\ncondensation, data display, and conclusion drawing and\r\nverification. The trustworthiness of the findings was established\r\nthrough source triangulation and methodological triangulation.\r\nThe findings reveal that reflective learning-based Islamic\r\nReligious Education in both schools is implemented through four\r\ninterconnected stages: authentic experience, critical reflection,\r\ninternalization of Islamic values, and meaningful action, all of\r\nwhich are continuously integrated into the learning process. This\r\napproach enables students to reflect on their lived experiences,\r\ninternalize Islamic values such as sabr (patience), shukr\r\n(gratitude), tawakkul (trust in God), and ikhtiar (earnest effort),\r\nwhile developing emotional regulation, self-confidence, problem-solving skills, and positive adaptation to various life\r\nchallenges. Teachers, students, and parents perceive this\r\napproach as effective because it connects students' real-life\r\nexperiences with Islamic Religious Education, making learning\r\nmore meaningful, contextual, and transformative in fostering\r\nresilience.\r\nBased on the synthesis of the research findings, a\r\nconceptual framework entitled REKAT (Reflective, Contextual,\r\nAffective, and Transformative) was developed. REKAT\r\nrepresents a conceptual framework for Islamic Religious\r\nEducation that positions students' lived experiences as the\r\nfoundation of reflective learning to foster resilience through the\r\nintegration of cognitive, affective, spiritual, and social\r\ndimensions within Islamic Religious Education at the elementary\r\nschool level."^^xsd:string;
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skos:prefLabel "371.36 Metode Pengajaran, Metode Pembelajaran" .
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