<![CDATA[Qur’anic literacy in early childhood requires instruction that combines letter recognition and recitation with developmentally appropriate interaction, play, and meaning-making. This study developed and piloted a pedagogical deep learning-oriented instructional design using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework. Pedagogical deep learning is used in a non-computational sense and is expressed through mindful, meaningful, and joyful participation, contextual themes, multimodal resources, guided interaction, storytelling, and reflection. The study used Research and Development (R&D) and combined qualitative and quantitative evidence within a single-class developmental pilot. The needs analysis included a 90-minute focus group with six teachers and two school heads, classroom observation, and review of existing lesson plans and materials. Development involved two rounds of qualitative review by three specialists representing curriculum, Islamic education, and early-childhood practice. The revised package was implemented with 20 children aged 4–6 years in one Raudhatul Athfal classroom across five 90-minute sessions on 20–24 January 2025. Engagement varied across the five sessions (45%, 90%, 75%, 90%, and 100%), with a higher endpoint than at the first session. Reading-accuracy scores on a four-point rubric increased descriptively from a mean of 2.90 (SD = 0.85) on Monday to 3.80 (SD = 0.41) on Friday, while the proportion of children in the top category increased from 35% to 85%. Field notes provided contextual interpretation of participation and reading performance. The findings indicate that the instructional package could be incorporated into the regular classroom schedule and provide preliminary design and implementation evidence for further testing across settings.]]>
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