Synergy of Indoor and Outdoor Learning in Islamic Education: A Holistic Qualitative Design for Strengthening Spiritual and Contextual Dimensions in Secondary Schools

Abstract

This study aims to address the gap in Islamic Religious Education (PAI) research, which has predominantly emphasized cognitive aspects within classroom settings while underexploring the integration of contextual learning experiences outside the classroom. The focus of this research is to develop an innovative instructional design framework for PAI through the synergy of indoor and outdoor approaches, fostering a holistic learning experience that strengthens both spiritual and contextual dimensions. Employing a qualitative literature review method with comparative thematic analysis of religious literature, scholarly journals, textbooks, and educational reports, this study explores the conceptual void in existing PAI learning models that can bridge theoretical understanding with socio-spiritual practice. The findings reveal that indoor learning provides a structured theoretical foundation, while outdoor learning enriches the process through direct experiences such as nature contemplation (tadabbur alam) and social projects. The integration of both approaches results in a hybrid learning model that not only enhances student engagement and retention but also cultivates transformative awareness of Islamic values within social contexts. The novelty of this research lies in formulating a conceptual framework for PAI based on a dual learning space synergy—the Dual Learning Space Framework—which serves as a pedagogical reference for educators to strengthen the implementation of a more contextual and inclusive PAI curriculum. Consequently, this study expands the horizon of Islamic pedagogy from classroom-centered instruction to applicable spiritual practices.