<![CDATA[Purpose of the study: This study aims to analyze the relationship, suitability, and gap between the academic theory of Islamic Civilization learning and classroom learning practices in students of the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI). Methodology: This descriptive qualitative research used classroom observation techniques, semi-structured interviews, and analysis of RPS documents and teaching materials. Data collection involved 31 PGMI students. Data analysis used observation guideline instruments, interview guidelines, field notes, Likert scale, and Miles, Huberman, and Saldaña interactive analysis models which included data condensation, data presentation, and conclusion verification. Main Findings: Islamic Civilization Learning received positive responses for material understanding (66.5%), learning methods and media (66.5%), and the integration of theory and practice (69.7%). The relevance of Islamic Civilization learning for prospective Madrasah Ibtidaiyah teachers received the highest positive response (74.2%). Responses outside the positive category were 33.5% for learning methods and media and 30.3% for the integration of theory and practice. Novelty/Originality of this study: This study contributes a novel theory–practice perspective by examining how constructivist and cognitivist principles are translated into Islamic Civilization classroom practices among PGMI students. It goes beyond evaluating specific methods or media by identifying the theory–practice gap, implementation barriers, and pedagogical implications for strengthening the preparation of prospective Madrasah Ibtidaiyah teachers.]]>
