Instructional Strategies in Islamic Religious Education for Developing Elementary Students' Emotional Intelligence: An Integrative Literature Review

Abstract

Emotional intelligence is an important component of elementary students' development because it involves recognizing emotions, regulating responses, understanding others, building relationships, and making responsible decisions. Islamic Religious Education (IRE) has pedagogical potential to develop these capacities through values such as patience, compassion, sincerity, gratitude, and trustworthiness; however, its contribution depends on how learning is designed. This article synthesizes instructional strategies in IRE that are relevant to the development of elementary students' emotional intelligence. An integrative literature review was conducted using 20 verified key sources published between 2017 and 2024, covering Islamic religious education, character education, social-emotional learning, school culture, and child development. The sources were analyzed through thematic coding and conceptual synthesis. Five major strategies were identified: value-based learning, teacher modeling, reflection and moral dialogue, cooperative learning, and contextualization of Islamic teachings in everyday experiences. These strategies can support self-awareness, emotion regulation, empathy, relationship skills, and responsible decision-making. The review suggests that IRE should move beyond the transmission of religious knowledge by providing students with emotionally meaningful experiences, reflective opportunities, habituation, and safe relationships. The proposed framework offers practical guidance for IRE teachers, classroom teachers, and elementary teacher education programs.