Bogor — Deep Learning Strengthens the Cultivation of Islamic Values at SDIT Utsmanil Hakim Bogor. This finding was revealed in research by Rayani, Darlina Kartika Rini, Nurfaizah, and Edy from STAI Sirojul Falah Bogor which will be published in 2026 in the Journal of Educational Analytics.
The research was conducted on grade V students of SDIT Utsmanil Hakim Bogor City for the 2024/2025 school year. The results show that a learning approach that emphasizes deep understanding, reflection, and connection to real experience is able to significantly strengthen students' morals, discipline, and religious attitudes.
The
Challenges of Islamic Education in the Digital Era
Integrated Islamic primary schools face major
challenges in the digital age. Such rapid access to information is not always
accompanied by a depth of understanding of values. The habit of worship and the
delivery of religious materials cognitively are often not enough to ensure that
Islamic values are truly internalized in students' daily behavior.
SDIT Utsmanil Hakim Bogor, as an integrated Islamic
school, has been building a religious culture through habituation of worship
and a conducive school environment. However, variations in the depth of
students' understanding of Islamic values are still found. This condition
encourages the need for a more reflective and meaningful learning model.
Deep Learning comes as an approach that emphasizes:
- The connection between concepts and real experiences
- Discussion and exploration of meaning
- Personal reflection on values
- Integration of cognitive, affective, and behavioral aspects
This approach does not stop at memorization, but directs students to awareness and appreciation of values.
How
the Research Is Conducted
The study uses a quantitative approach with an
associative causal method to test the influence of the Deep Learning model on
the instillation of Islamic Religious Education values.
The research population is 60 students in grade V of
SDIT Utsmanil Hakim Bogor. With the Slovin formula and an error rate of 5
percent, a sample of 53 students was obtained.
Measurements are carried out through:
- Islamic value scale questionnaire (morals, discipline, religious
attitudes)
- Student behavior observation sheet
- Documentation of school activities
All instruments are declared valid and reliable. Cronbach's Alpha value for the Deep Learning variable was 0.727 and for the Islamic value instillation variable was 0.772, both exceeding the minimum limit of 0.60.
Key
Research Findings
The results of a simple linear regression analysis
yield the equation:
Y
= 18.055 + 0.376X
This means that every one point increase in the
application of Deep Learning increases the score of instilling Islamic values
by 0.376 points.
Statistically:
- Value t = 2.684 (greater than t table 2.008)
- Significance = 0.010 (less than 0.05)
- F value = 7.206 with significance 0.010
Thus, the Deep Learning model has a positive and
significant effect on the instillation of Islamic Religious Education values.
The coefficient of determination (Adjusted R Square)
of 0.107 shows that this model explains 10.7 percent variation in students'
Islamic values. The rest, 89.3 percent, was influenced by other factors such as
family environment, school culture, and teacher competence.
Although his contribution was not dominant, his influence was real and measurable.
Impact
on Religious Morals and Attitudes
Research has found that students who take part in
Deep Learning-based learning show:
- A deeper understanding of the concept of Islamic values
- Increased discipline in daily activities
- More reflective religious attitudes
- Consistency of moral behavior in the school environment
Rayani from STAI Sirojul Falah Bogor explained that
the process of reflection and dialogue is the key to value transformation. When
students are invited to analyze real cases, discuss, and relate Islamic
teachings to life experiences, values are easier to internalize.
The religious environment of SDIT Utsmanil Hakim also strengthened this result. The culture of daily worship and the closeness of teachers and students create an ecosystem that supports meaningful learning.
The
Role of the Teacher Is Very Decisive
Research also confirms that the success of Deep
Learning is highly dependent on teacher competence. Teachers act as
facilitators of reflection, discussion directors, and links between material
and student experiences.
Without adequate pedagogical capabilities, the deep learning model has the potential to return to the delivery of ordinary material. Therefore, increasing teacher capacity is an important recommendation of this study.
Implications
for Schools and Policy
These findings carry a number of strategic
implications:
For integrated Islamic schools, Deep Learning can be
a pedagogical strategy to strengthen character formation in a more systematic
manner.
For curriculum developers, religious learning needs
to provide space for reflection and exploration of meaning, not just
memorization and routine.
For education researchers, follow-up studies with additional variables such as learning motivation, the role of parents, and school culture are needed to expand understanding of the process of internalizing values.
Author
Profile
- ·
Rayani, - STAI Sirojul Falah Bogor
- ·
Darlina Kartika Rini, - STAI Sirojul Falah Bogor
- ·
Nurfaizah, - STAI Sirojul Falah Bogor.
- ·
Edy, STAI Sirojul Falah Bogor.
Research
Source
Rayani,
Darlina Kartika Rini, Nurfaizah, Edy. The Influence of the Deep Learning
Model on the Cultivation of Islamic Education Values SDIT Utsmanil Hakim Bogor. Journal
of Educational Analytics,, Vol. 5 No. 1, pp.
13-32. 2026.
DOI:
https://doi.org/10.55927/jeda.v5i1.609
Official
URL: https://nblformosapublisher.org/index.php/jeda
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