Contextual Strategies for Prayer Learning in Islamic Religious Education: A Comparative Study of Urban, Suburban, and Rural Elementary Schools

This study explores the implementation of Islamic Religious Education (IRE) strategies in teaching prayer worship across elementary schools in three different geographical contexts: urban, suburban, and rural areas of East Java, Indonesia. Data were gathered through in-depth interviews, direct observations, and document analysis using a descriptive qualitative design with a case study approach. The findings reveal that each geographical setting adopts contextually adaptive strategies shaped by environmental conditions, available resources, and cultural norms. Integrating technology—such as LCD projectors and interactive media—in urban schools enhances student engagement despite spatial constraints. Suburban schools emphasize collaboration between schools and families, particularly through liaison books to monitor prayer activities at school and home. Rural schools rely on strong community involvement and familial supervision, using control books to ensure prayer consistency amid limited resources. The results highlight the importance of contextual learning theory in religious education, where strategies tailored to local realities contribute to character formation and effective spiritual development. This research underscores the need for flexible, environment-specific pedagogical models to optimize religious learning outcomes in diverse settings.