<![CDATA[Deep learning (DL) holds significant pedagogical importance within the management of primary education in Indonesia. It emphasizes mindful, meaningful, and joyful learning; holistic human development; and the ability to transfer knowledge to real-life contexts. Current DL policy frameworks lack an explicit pedagogical model for integrating Islamic values into daily classroom practices in primary education. This study aims to formulate a conceptual management model for DL based on Islamic values for primary education, utilizing an integrative literature review. The study focuses on policy documents, literature on deep and meaningful learning, research regarding reflection and knowledge transfer, and studies on the philosophy of Islamic Education (IE). The analysis identifies six points of convergence: humanizing education, intentional and self-managed learning, meaningful knowledge construction, relational and compassionate learning, authentic application for social well-being, and reflective assessment. The study proposes a “Deep Learning Based on Islamic Values” (DLBIV) model comprising five learning stages: tauhid-oriented intention, reflective exploration, civil collaboration, beneficial application, and muhasabah-based (self-accounting) reflection. Adab (proper conduct/etiquette) and rahmah (compassion) serve as the relational climate underpinning all learning stages. The model positions Islamic values not merely as supplementary religious content, but as an axiological framework shaping learning objectives, teacher-student relationships, knowledge construction, actions, and assessment. The resulting model is conceptual and requires empirical validation in primary schools and Madrasah Ibtidaiyah (Islamic primary school) through design-based research, experiments, and qualitative approaches.]]>
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