<![CDATA[This study aims to analyze the concept and characteristics of tadabbur-based learning, identify its relationship with reflective thinking skills, and formulate a conceptual framework for tadabbur-based learning in the context of Islamic education. The study uses a qualitative approach with a literature review method by examining various relevant literature on tadabbur, Islamic education, reflective learning, and reflective thinking. The data were analyzed using thematic analysis through stages of identification, categorization, comparison, interpretation, and synthesis of previous research findings. The results show that tadabbur-based learning has characteristics such as deepening meaning, active student involvement, reflection, contextualization, internalization of values, and action-orientedness. Tadabbur is conceptually related to reflective thinking skills because both involve observing, making sense of things, asking questions, connecting knowledge with experience, and evaluating understanding and actions. Based on a synthesis of the literature, this study developed a conceptual framework for tadabbur-based learning that consists of six stages: observing, understanding, questioning, connecting, reflecting, and actualizing. This framework shows that tadabbur has the potential to be developed as a pedagogical approach that integrates cognitive, affective, and spiritual dimensions in developing students' reflective thinking skills. This study has implications for developing more reflective and meaningful Islamic education pedagogy, while also providing a conceptual basis for future empirical research to test the effectiveness of tadabbur-based learning]]>
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