PENGEMBANGAN MODEL KONSEPTUAL PEMBELAJARAN BERBASIS NILAI KEAGAMAAN PADA MADRASAH IBTIDAIYAH DI DAERAH TERTINGGAL, TERDEPAN, DAN TERLUAR

Abstract

The quality of education in Islamic primary schools (Madrasah Ibtidaiyah/MI) in underdeveloped, frontier, and outermost (3T) regions still faces serious challenges, particularly in systematically integrating religious values into the learning process. This study aims to map the existing conditions of religious values-based learning, identify inhibiting and supporting factors, and develop a contextual and adaptive conceptual learning model for MI in Lembata Regency, East Nusa Tenggara. A qualitative approach with a case study design reinforced by a phenomenological perspective was employed. Data were collected through participatory observation, in-depth interviews, document analysis, and Focus Group Discussion (FGD) involving 15 purposively selected informants. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal that religious values integration in MI Lembata remains partial and unstructured, with key inhibiting factors including limited teacher pedagogical competence, absence of operational guidelines, and weak educational ecosystem support. This study produces the PBNK-3T Model, integrating cognitive, constructivist, and humanist theories with Islamic values and local wisdom of the Lembata community, comprising five main components: value internalization, teacher modeling, religious habituation, local wisdom contextualization, and educational ecosystem collaboration. This model contributes to achieving SDG 4 on inclusive and equitable quality education.