Integrating IPAS And Islamic Education Through A Digital-Supported Deep Learning Model: An Integrative Review In Elementary Education
DOI:
https://doi.org/10.37812/fikroh.v19i1.2301Keywords:
IPAS–Islamic Education integration; Digital, Deep Learning Model; Elementary Education.Abstract
This study examines the integration of IPAS (Ilmu Pengetahuan Alam dan Sosial) and Islamic Education through a digital-based deep learning model in a public elementary school. Using a qualitative field study design at SDN 04 Tegalombo, data were collected through classroom observations, semi-structured interviews with teachers, and analysis of lesson plans, student worksheets, and digital learning media. The data were analyzed thematically and validated through triangulation across multiple sources. The findings indicate that IPAS and Islamic Education can be structurally integrated within a digital-based deep learning framework, where inquiry stages problem orientation, exploration, collaboration, and reflection are directly connected with Islamic value internalization. This integration contributes to students’ cognitive development, particularly in higher-order thinking skills such as analysis, evaluation, and problem-solving, as well as improved conceptual understanding of abstract IPAS topics. Affective outcomes are also evident, including increased motivation, responsibility (amanah), collaboration (ta’awun), moral awareness, and disciplined learning attitudes (adab). Digital tools, including interactive multimedia, simulations, and Google Classroom, function as pedagogical mediators that enhance visualization, engagement, and collaborative inquiry. Overall, the model supports holistic elementary education by balancing cognitive achievement, affective growth, and spiritual awareness.
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