<![CDATA[This study aims to analyze the actualization and contribution of Islamic Religious Education teacher reflection in improving learning quality at Madrasah. Professional development does not automatically transform classroom practice without systematic reflection. Urban madrasahs require pedagogical innovation, digital adaptation, and affective-spiritual formation. This qualitative study used a single-case design involving two school leaders and three Islamic Religious Education teachers. Data were collected through interviews, nonparticipant observation, and documentation, then analyzed thematically with triangulation and member checking. Findings reveal three forms of reflection: individual, collegial, and action-based reflection through classroom action research. Individual reflection helps teachers identify strengths, weaknesses, and student needs. Collegial reflection broadens solutions through peer feedback and the sharing of competencies. Reflective practices encourage interactive, contextual, and problem-based learning. Reflection promotes integration of digital media into religious learning. Furthermore, reflection strengthens affective-spiritual learning through dialogue, habituation, and the internalization of values. Theoretically, the study proposes a transformative reflection cycle linking professional development with pedagogical, digital, and affective-spiritual transformation. Practically, madrasahs should institutionalize reflective journals, collegial forums, academic supervision, digital mentoring, and classroom action research as an integrated professional development ecosystem.]]>
