<![CDATA[This study analyzes the implementation of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels. It examines the relevance of a deep-learning approach in strengthening students’ spiritual and moral development. Data were collected through classroom observations, in-depth interviews with PAI teachers and students, document analysis, and a survey involving 35 secondary school students. The study analyzed qualitative data using the Miles and Huberman framework (data reduction, data display, and conclusion drawing), while quantitative data were analyzed descriptively. The findings indicate that PAI learning remains predominantly characterized by lectures, memorization, and teacher-centered instruction, with limited integration of digital media and contextual learning. The survey showed that students’ spiritual intelligence and moral intelligence were categorized as high, moderate, and low. Qualitative findings further revealed a gap between students’ cognitive understanding of Islamic teachings and their consistent application in everyday life. Students also perceived PAI learning as insufficiently connected to contemporary issues, particularly social media, digital interactions, and everyday moral challenges. Meanwhile, teachers called for more interactive, contextual, reflective, and problem-based learning. The study concludes that deep learning offers a relevant pedagogical orientation for connecting conceptual understanding, reflective engagement, and practical application of Islamic values. Its implementation requires developmentally appropriate strategies, teacher professional development, contextual digital pedagogy, and assessment that addresses cognitive, moral, and spiritual dimensions.]]>
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