Connected Learning Model: An Innovative Approach to Enhance Literacy in Primary Islamic Education

Abstract

Low literacy skills at the elementary education level are frequently caused by conventional, teacher-centered instructional models and a lack of connection between learning materials and students’ real-life experiences. Within the ecosystem of Islamic primary education (madrasah), fostering literacy carries a profound moral and intellectual mandate, aligning with the prophetic tradition of seeking knowledge through active comprehension (iqra). This study aims to evaluate the implementation of the Connected Learning model as an innovative pedagogical approach to improving the literacy skills of fifth-grade students at MI Darul Ulum 02 Ngembalrejo, Kudus. Employing a qualitative case study approach, data were gathered through participant observation, in-depth interviews with the madrasah principal, teachers, and students, as well as document analysis. Data validity was established via source, methodological, and temporal triangulation, followed by interactive data analysis consisting of reduction, display, and conclusion drawing. The research findings indicate that the Connected Learning model effectively enhances students’ literacy skills by integrating descriptive text materials with contextual environmental observations and core Islamic values of mindfulness and collaborative inquiry (ta'awun). This pedagogical success was further propelled by teachers' creativity in optimizing low-cost, non-digital learning media amidst digital resource constraints. The broader significance of this research underscores that the Connected Learning model serves as an adaptable, low-tech, and replicable solution for strengthening literacy in madrasahs, bridging modern thematic pedagogy with Islamic educational philosophy..