Journal of Education and Learning Sciences

Religious Values-Based Role Playing for Character Development in Early Childhood Education: A Case Study at Aisyiyah Bustanul Athfal Kindergarten, Enrekang Regency

2026-06-13T00:25:29+00:00

Character development in early childhood plays a crucial role in fostering moral, social, emotional, and spiritual competencies that influence children's future behavior and personality. This study aimed to examine the characteristics of early childhood learners, explore the implementation of a religious values-based role-playing method, and identify supporting and inhibiting factors affecting its application in character development at Aisyiyah Bustanul Athfal Kindergarten Dulang, Enrekang Regency, Indonesia. This study employed a descriptive qualitative case study design. Data were collected over a three-month period through observations, in-depth interviews, and documentation involving five key informants consisting of one principal and four classroom teachers. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability procedures. The findings revealed that children demonstrated positive character development in creativity, empathy, cooperation, independence, self-confidence, adaptability, honesty, responsibility, tolerance, gratitude, and spiritual awareness. Religious values-based role playing enabled children to actively engage in meaningful learning experiences that integrated Islamic values into daily social interactions. Supporting factors included teacher commitment, parental involvement, collaborative school culture, children's readiness, and appropriate learning materials, while inhibiting factors consisted of limited facilities, time constraints, varying levels of understanding among children, and environmental influences. The study concludes that religious values-based role playing is an effective strategy for promoting holistic character development in early childhood education. Practically, the findings provide guidance for teachers and educational institutions in designing character education programs that integrate religious values through experiential learning activities.

Development of Sasak Local Wisdom Based Quality Assurance Model for Islamic Religious Education to Enhance Learning Quality in Islamic Elementary Schools

2026-06-14T22:02:51+00:00

This study aims to develop a Sasak local wisdom based quality assurance model for Islamic Religious Education (IRE) to enhance learning quality in Islamic elementary schools. The study was motivated by the limited integration of local cultural values within existing educational quality assurance systems, which often emphasize administrative compliance rather than contextual learning improvement. This research employed a Research and Development (R&D) approach using the ADDIE model and a mixed-method sequential exploratory design. Qualitative data were collected through observations, interviews, documentation studies, and focus group discussions, while quantitative data were obtained through expert validation, practicality assessments, and effectiveness testing. The developed model integrates six core Sasak cultural values—besemeton, saling ajinang, bedadayan, teguq, soloh, and reme—into all stages of the quality assurance cycle, including planning, implementation, monitoring, evaluation, and continuous improvement. Expert validation results indicated a validity score of 92.4% (very valid), while practicality testing by teachers and school stakeholders achieved 89.7% (very practical). Effectiveness testing showed a significant improvement in learning quality indicators, with mean scores increasing from 74.8 before implementation to 86.3 after implementation (p < .05). The novelty of this study lies in the development of a culturally responsive quality assurance model that systematically integrates indigenous Sasak values into the Islamic Religious Education quality assurance cycle. The model contributes theoretically to educational quality management and practically provides a contextual framework for strengthening learning quality and character development in Islamic elementary schools.

Utilizing Digital Technology in Islamic Religious Education to Enhance Student Participation: Evidence from an Indonesian Elementary School

2026-06-13T00:28:04+00:00

The integration of digital technology has become increasingly important in promoting student engagement and improving learning outcomes in Islamic Religious Education (IRE). This study aimed to examine the utilization of digital technology in IRE learning, explore its contribution to students’ active participation, and identify supporting and inhibiting factors influencing its implementation at SDN 74 Bolang, Enrekang Regency, Indonesia. A qualitative case study approach was employed involving 12 participants consisting of one principal, six classroom teachers, one Islamic Religious Education teacher, and four parents. Data were collected over a three-month period through observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings revealed that digital technologies such as Smart TVs, Corombut, digital Qur’an applications, instructional videos, Google Classroom, and other e-learning platforms significantly increased students’ participation, motivation, interaction, and understanding of Islamic Religious Education materials. Supporting factors included teacher commitment, technological availability, and administrative support, whereas inhibiting factors consisted of limited infrastructure, unequal access to devices, internet connectivity issues, and varying levels of digital literacy. The study concludes that digital technology creates more engaging, interactive, and student-centered learning environments. Practically, the findings provide guidance for schools and policymakers in designing effective technology-based Islamic Religious Education programs that foster active student participation and meaningful learning experiences.

Cognitive Overload, Emotional Exhaustion, and Psychological Disengagement among Political Science Lecturers in Nigerian Universities

2026-02-12T08:12:20+00:00

Psychological disengagement among university lecturers, encompassing absenteeism and reduced mental engagement, poses a serious threat to teaching quality and institutional effectiveness. This study examined cognitive overload and emotional exhaustion as predictors of psychological disengagement among Political Science lecturers in Nigerian universities, while considering differences across university ownership. A quantitative correlational survey design was employed, involving a population of 4,500 lecturers, with 400 selected through multistage sampling. Data were collected using adapted versions of the NASA Task Load Index, the Maslach Burnout Inventory–Educators Survey, and work withdrawal behaviour measures. Validity was confirmed through expert review and exploratory factor analysis, and reliability was established with Cronbach’s alpha values ranging from 0.84 to 0.89.Analysis using descriptive statistics, one-way ANOVA, and simple linear regression at the 0.05 significance level revealed that psychological disengagement did not differ across university ownership. Cognitive overload was not a significant predictor, indicating that high mental demands alone do not drive disengagement. In contrast, emotional exhaustion significantly predicted psychological disengagement and accounted for a substantial portion of its variance, with lecturers experiencing higher emotional exhaustion more likely to withdraw from their duties. These findings highlight emotional exhaustion as the principal psychological driver of disengagement among Political Science lecturers. Universities are encouraged to implement structured counseling services, stress management programs, peer support systems, and balanced workload allocation. Additionally, initiatives promoting recovery and well-being, such as regular breaks and flexible scheduling, can sustain lecturers’ engagement, reduce psychological disengagement, and enhance instructional quality. Prioritizing staff well-being is therefore essential for improving academic delivery and overall institutional effectiveness in Nigerian universities.

GEOMATE PROJECT : Implementation of Project Based Learning (PjBL) with STEAM approach in producing geometry transformations totebags as fashion products

2026-03-16T02:25:46+00:00

This study aims to describe the implementation of the "GEOMATE PROJECT" in enhancing students motivation and conceptual understanding of geometric transformations in Advanced Mathematics. The research employed a comprehensive methodology, including activity observation and in-depth interviews, to ensure accurate results. The study was prompted by low student motivation, with initial data showing only 52% interest in Matematika Tingkat Lanjut, largely due to the perception that the subject focuses solely on numerical calculations and rote memorization. The learning model utilized was Project-Based Learning (PjBL) integrated with a STEAM (Science, Technology, Engineering, Art, and Mathematics) approach and differentiated instruction. In this project, students designed and produced unique tote bags by applying the principles of translation, rotation, dilation, and reflection. Differentiation was implemented across three dimensions: content (freedom in sketching while maintaining geometric concepts), process (choice of conventional or digital design), and product (selection of screen printing or manual painting techniques) based on students' interests and abilities. The results indicate that the "GEOMATE PROJECT" significantly increased learning motivation, strengthened conceptual understanding of geometry, and developed essential 21st-century skills, including critical thinking, creativity, collaboration, and communication. The STEAM approach, integrated with tangible products, created a meaningful, innovative, and relevant learning experience, increasing student interest in Matematika Tingkat Lanjut to 84%. Beyond mastering geometric transformations, students gained proficiency in digital and manual arts, material science (selecting durable pigments), and textile selection. This interdisciplinary involvement fostered higher motivation, as students realized that integrating various fields of knowledge significantly enhances the quality of a final product.

STEM-PjBL Learning through Seblak Rafael Project to Increase Students’ Science Literacy on the Topic of Heat and Temperature

2026-04-12T13:27:57+00:00

The Program for International Student Assessment (PISA) has released the results of the 2022 ranking, where the average score of Indonesian students' scientific literacy skills has decreased. The results of a preliminary study at SMAN 5 Banjarbaru showed that one of the factors in the decline in scientific literacy was the lack of student participation in physics learning because it was considered difficult by students. To overcome this problem, project-based learning (PjBL) was implemented with STEM integration through viral food on social media called Seblak Rafael. The purpose of this study was to describe the implementation of STEM-PjBL learning through the Seblak Rafael project and the increase in students' scientific literacy after participating in the learning. This study used a mixed method with an Embedded Design. The research subjects consisted of 39 eleventh grade students. Data on the implementation of STEM-PjBL learning through the Seblak Rafael project were obtained through observation which was then subjected to descriptive analysis. Scientific literacy data were obtained through tests with reasoned multiple-choice questions which were then analyzed for improvement using N-gain. The results of the study showed that the implementation of STEM-PjBL learning through the Seblak Rafael project obtained a percentage of 87% in the very good category with the stages of starting with the essential question, designing a plan for the project, creating a schedule, monitoring the student and the progress of the project, assessing the outcome, evaluating the experience. The increase in students' scientific literacy through this learning obtained an N-Gain value of 0.53 which is included in the moderate criteria.

Self Efficacy and Academic Anxiety as Predictors of Cheating Behavior among Madrasah Aliyah Students

2026-03-31T01:45:08+00:00

Education in Indonesia still faces various challenges, one of which is cheating behavior that reflects low levels of students’ academic integrity. In the learning of Islamic Cultural History (SKI), this behavior frequently occurs because the material is perceived as difficult and less engaging. In addition, low self-efficacy leads to a lack of students’ confidence in completing tasks, while high academic anxiety encourages the emergence of cheating behavior as an instant solution. The purpose of this study is to address the following questions: (1) whether self-efficacy affects cheating behavior, (2) whether academic anxiety affects cheating behavior, and (3) to what extent both variables simultaneously influence cheating behavior. This study employs a quantitative approach with a correlational design, using questionnaires as the data collection technique and linear regression analysis (both partial and simultaneous) for data analysis. The research subjects are eleventh-grade students at MAN 2 Blitar. The results indicate that self-efficacy has a negative and significant effect on cheating behavior, while academic anxiety has a positive and significant effect. Simultaneously, both variables contribute 59% to cheating behavior. It is concluded that strengthening self-efficacy and managing academic anxiety are important in reducing students’ cheating behavior.

The Influence of TikTok Use on Religious Character and Religious Obedience of Students

2026-04-06T00:47:03+00:00

The development of information technology and social media in the digital era that has various impacts on the lives of adolescents, especially in the formation of religious character and worship obedience. The TikTok application as one of the popular social media has the potential to influence student behavior and mindset. This study aims to determine the influence of TikTok social media use on students' religious character and worship obedience. The research uses a quantitative approach with a correlational type. The research population was 355 students in class X of SMA Negeri Mojoagung Jombang, with a sample of 80 respondents determined using the Slovin formula and purposive sampling techniques. Data collection was carried out through the distribution of google form questionnaires to respondents as well as documentation to support research data. The research data were analyzed using Pearson correlation tests and simple linear regression with the help of IBM SPSS version 25. The results showed that TikTok social media use had a positive and significant relationship with religious character (r = 0.553; Sig. = 0.000) and student worship obedience (r = 0.511; Sig. = 0.000). In addition, the results of the regression test showed that TikTok use had a significant effect on religious character (F = 34.306; Sig. = 0.000) and worship obedience (F = 27.618; Sig. = 0.000). Thus, the use of TikTok has a positive and significant effect on religious character and religious obedience of students even though it is also influenced by other factors.

Optimizing Prophetic Life Skills in Islamic Boarding Schools: Evidence in Indonesia

2026-04-28T07:43:05+00:00

Pesantren has great potential in shaping character and equipping students with relevant life skills through the Prophetic Life Skill approach, which is the integration of spiritual values, morals, and practical skills based on prophetic teachings. This research aims to explore the strategy of implementing Prophetic Life Skills at Pesantren Rahmatan Lil 'Alamin Patianrowo Nganjuk and the challenges faced. This pesantren is interesting because it is able to survive and develop in the midst of limited funds, infrastructure, and the majority of students from the poor, through cadre programs and innovative business units. The research used a qualitative approach with a case study method. The results showed that the pesantren successfully implemented the four main dimensions of Prophetic Life Skills: (1) independence, through involving santri in productive activities and business management; (2) entrepreneurship, based on local potential with an Islamic work ethic; (3) leadership, through regeneration and santri organizations; and (4) communication and collaboration through social training and da'wah. This application forms santri who are religious, productive, and ready to face the challenges of the times. This model shows high relevance to Islamic values and can be an alternative to sustainable pesantren education in human resource development.

Building a Sustainable Educational Institution: an Analysis Study of Social Responsibility and Ethics in Strategic Management at MTsN 8 Tulungagung

2026-04-28T05:19:44+00:00

The sustainable development of educational institutions is crucial to produce students who are not only academically intelligent but also possess strong character and a sense of social responsibility. This study examines the application of Social Responsibility and Ethics at MTsN 8 Tulungagung, with a focus on the implementation of the Compassion-Based Curriculum. Its implementation in areas with limited facilities, such as MTsN 8 Tulungagung, faces various challenges that need to be managed properly. This study aims to apply the application of social responsibility and ethics in educational management in the context of the implementation of CBC. This research methodology uses a qualitative approach with a descriptive case study. Data were collected through in-depth interviews, participant observation, and document analysis to educational management policies and practices at MTsN 8 Tulungagung. The results show there are has successfully integrated ethical values and social responsibility into educational management, despite facing limited resources. Through the implementation of the CBC, this school focuses not only on academic achievement but also on character development of students who care for others. The application of Islamic ethics and social responsibility at the school management level, both in decision-making and daily interactions, creates a more humanistic and sustainable educational.

Management of Leadership through Extracurricular Activities in Achieving SDGs No. 4 at Al-Rosyid Islamic Boarding School

2026-04-28T05:18:25+00:00

Quality education is not only academic achievement but also the development of character, social skills, and leadership of students. In the context of Islamic boarding schools, extracurricular activities are an important instrument because they take place in a boarding school environment that emphasizes discipline, exemplary behavior, and the instilling of religious values. This study aims to analyze the management of extracurricular activities in the formation of student leadership character and its contribution to the achievement of the Sustainable Development Goals (SDGs), especially SDG 4 on quality education. This study uses a quasi-qualitative method with a phenomenological approach. Data were obtained through in-depth interviews, non-participatory observation, and documentation studies involving Islamic boarding school leaders, teachers, and extracurricular activity documents. Data analysis was carried out through deductive data reduction and thematic analysis. The results of the study indicate that the management of extracurricular activities at Al-Rosyid Islamic Boarding School in Bojonegoro is carried out systematically through the stages of planning, organizing, implementing, monitoring, and evaluating. Scouting, muhadloroh (public speaking groups), discussions, and student organizations have been shown to foster responsibility, discipline, courage, communication skills, and students' readiness to lead and be led. Key supporting factors include the availability of facilities and internal coordination, while the primary constraint lies in limited time. Thus, extracurricular activity management contributes significantly to the development of student leadership character while supporting the achievement of SDG 4 by strengthening skills and character, and creating an effective, inclusive, and sustainable learning environment

Kajian Edukatif Tentang Pengaruh Staycation dan Akomodasi Syariah Terhadap Kondisi Mental Mahasiswa di Lingkungan Perguruan Tinggi

2026-04-29T01:10:08+00:00

This study aims to analyze the influence of staycation decisions and the choice of sharia-compliant accommodation on students' mental health. Students often experience academic stress that can impact their psychological well-being, therefore alternative recovery activities are needed. This study used a quantitative approach with an associative method. Data were collected through questionnaires distributed to 150 students selected using a purposive sampling technique. Data analysis used multiple linear regression with SPSS. The results showed that staycation decisions had a positive and significant influence on students' mental health. The choice of sharia-compliant accommodation also had a positive and significant influence on students' mental health. Simultaneously, both variables significantly influenced students' mental health. Staycation activities supported by comfortable and sharia-compliant accommodation can be an effective strategy to reduce stress and improve student well-being.

A Process-Oriented Framework of Moral Development in Early Childhood Collaborative Learning: A Structured Literature Review

2026-05-01T06:12:06+00:00

Moral behaviour in early childhood represents a crucial dimension of holistic development; however, the processes through which it is formed remain insufficiently articulated, particularly in light of children’s still-developing capacities for self-regulation and reflection. While collaborative learning is widely acknowledged for enhancing social and cognitive competencies, its contribution to moral development is often taken for granted rather than critically examined. This study seeks to explore how collaborative learning supports the emergence of moral behaviour in early childhood education through a structured literature review guided by PRISMA principles. The findings suggest that moral development does not arise automatically from participation in collaborative activities, but is shaped through three interconnected processes: social interaction, which introduces children to multiple perspectives; negotiation and regulation, which enable them to manage differences and adjust behaviour; and reflective internalisation, through which social experiences are gradually integrated into personal moral understanding. Based on these insights, the study proposes a process-oriented conceptual framework that explains how moral behaviour is constructed within collaborative learning contexts. The study offers a theoretical contribution by questioning assumptions of automatic moral development and by providing a conceptual basis for understanding how moral learning unfolds in socially mediated environments.

Transformation of Mad’u Mentality in Addressing Social Media Addiction: A Social Learning Theory Approach in the Psychology of Da’wah

2026-05-01T06:41:13+00:00

The rapid growth of digital technology has significantly transformed human behavior, including the mentality of mad’u in responding to social media use. However, excessive use has led to social media addiction, which negatively affects psychological, social, and spiritual aspects. This study aims to analyze how the mentality of mad’u transforms in dealing with social media addiction through the perspective of Social Learning Theory in da’wah psychology. The research applies a qualitative approach using library research, by examining relevant scholarly literature related to social media addiction, social learning processes, and Islamic da’wah strategies. The findings indicate that mad’u’s mentality is shaped through observational learning, imitation, and reinforcement from digital environments, especially through influencers and online communities. This condition requires adaptive and psychologically grounded da’wah strategies. The study concludes that integrating Social Learning Theory into da’wah practices can effectively transform mad’u’s mentality toward more critical, balanced, and spiritually grounded behavior in the digital era.

Transformation of Mad’u Religious Behavior in the Era of Digital Disruption: A Da’wah Psychology Analysis Based on Albert Bandura’s Social Learning Theory

2026-05-01T07:08:05+00:00

The rapid development of digital technology in the era of disruption has significantly transformed social interaction patterns and the religious behavior of mad’u. Social media functions not only as a communication tool but also as a social learning environment that influences religious behavior formation. This study examines how the transformation of religious behavior occurs through social learning mechanisms in the digital environment. The research employs a library research method by analyzing relevant scholarly literature. The findings reveal that religious behavior is shaped through processes of observation, imitation, and social reinforcement, which are intensified by social media exposure. However, the internalization of religious values often remains superficial due to the dominance of entertainment-oriented content and the lack of critical reflection. The study concludes that a da’wah psychology approach based on Social Learning Theory is essential in guiding the transformation of religious behavior toward a more authentic and value-based orientation in the digital era.

Pembentukan Perilaku Digital Mad’u melalui Pendekatan Psikologi Dakwah: Studi tentang Internalisasi Nilai dalam Lingkungan Media Sosial

2026-05-01T06:58:27+00:00

The rapid development of digital technology has significantly transformed patterns of social interaction, particularly through the widespread use of social media, which plays a crucial role in shaping the behavior of mad’u in the digital environment. This study aims to examine how digital behavior is formed through the internalization of values within social media using a da’wah psychology approach. The research addresses the question of how value internalization occurs and how it influences the behavior of mad’u in the digital era. This study employs a library research approach by analyzing relevant scholarly literature, including recent journal articles and academic sources. The findings indicate that digital behavior formation is influenced by several factors, including the intensity of social media use, content exposure, social reinforcement, and the dynamics of digital environments. The internalization of values often occurs superficially due to information overload and the dominance of entertainment-oriented content. From the perspective of da’wah psychology, effective value internalization requires the integration of cognitive, emotional, and spiritual dimensions. The study concludes that a da’wah psychology approach is essential in shaping ethical and value-based digital behavior. The integration of adaptive, contextual, and psychologically grounded da’wah strategies can enhance the effectiveness of value internalization, thereby fostering digitally responsible and spiritually grounded mad’u in the era of social media.

Cyberbullying di Era Digital dan Implikasinya terhadap Perilaku Mad’u: Analisis Psikologi Dakwah Berbasis Hierarki Kebutuhan Maslow

2026-05-01T07:25:40+00:00

The rapid development of digital technology has intensified social interactions through social media, but it has also led to the emergence of cyberbullying, which affects the psychological condition and behavior of mad’u. This study addresses how cyberbullying influences mad’u behavior and how it can be analyzed using Maslow’s Hierarchy of Needs within the framework of da’wah psychology. This research employs a qualitative approach using library research by analyzing relevant scholarly literature. The findings reveal that cyberbullying is closely related to the imbalance in fulfilling psychological needs, including safety, belongingness, esteem, and self-actualization. This condition contributes to the emergence of aggressive behavior and unethical digital communication. The study concludes that a da’wah psychology approach based on Maslow’s theory can serve as an effective strategy in shaping more ethical, empathetic, and spiritually grounded mad’u behavior in the digital era.

Stress Management of Jamaah in the Digital Era: Integrating Qur’anic Psychology and Contemporary Da’wah Strategies

2026-05-01T07:17:58+00:00

The rapid development of digital technology has intensified social interaction through digital media, but it has also led to the emergence of digital stress affecting the psychological and spiritual conditions of mad’u. This study examines how stress in the digital era can be managed through Qur’anic psychology and how contemporary da’wah strategies can be integrated to address this issue. This research employs a qualitative approach using library research by analyzing relevant scholarly literature. The findings indicate that digital stress is influenced by factors such as information overload, social media pressure, and social comparison. Qur’anic psychological concepts such as sabr (patience), tawakkal (trust in God), and dhikr (remembrance of God) are proven to be effective as spiritual coping strategies in managing stress. The study concludes that integrating Qur’anic psychology with contemporary da’wah strategies provides a holistic approach to developing mentally resilient and spiritually grounded mad’u in the digital era.

Rekonstruksi Kepemimpinan Pendidikan Islam Kepala Madrasah Berbasis Nilai-Nilai Islam: Pengembangan Tauhidic Integrative Leadership Model (TILM) di MTsN 6 Kediri

2026-05-01T09:14:00+00:00

This study aims to analyze the madrasa principal’s understanding of Islamic values, examine their implementation in leadership practices, and reconstruct an Islamic educational leadership model based on these values at MTsN 6 Kediri. This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation involving the principal, teachers, and educational staff. The findings reveal that the principal of MTsN 6 Kediri demonstrates a strong understanding of Islamic values such as trustworthiness (amanah), role modeling, deliberation (musyawarah), and responsibility, which are internalized in leadership practices. These values are reflected in transparent institutional management, productive human resource development, and the establishment of a conducive and familial organizational culture. These conditions are supported by an energetic leadership style, a harmonious school environment, adequate facilities, and strong student achievements. Furthermore, this study reconstructs an Islamic educational leadership model in the form of the Tauhidic Integrative Leadership Model (TILM), emphasizing the integration of spiritual (tauhid), moral, and practical leadership dimensions. The model highlights that effective Islamic educational leadership lies in the holistic integration of values, practices, and institutional context. This study contributes theoretically to the development of value-based Islamic educational leadership studies and practically to strengthening contextual, applicable, and competitive madrasa leadership models.

Strengthening Students Character Through the Read-Aloud Technique Based on Islamic Stories

2026-04-28T05:20:28+00:00

This study aims to analyze the development of students’ character through the “read aloud” technique based on Islamic stories in elementary madrasahs. The research focuses on the role of the teacher as a facilitator (scaffolding) in reading stories aloud and how this activity instills character values such as responsibility, patience, honesty, and independence in 27 students in grades 1–3. The method used was a qualitative approach with observation techniques during four read-aloud sessions using a series of Islamic character storybooks. The results of the study indicate that read-aloud activities can enhance students’ focus and engagement in learning. Students were observed listening attentively, actively responding through questions and answers, and demonstrating an understanding of the story’s content and moral values. The teacher’s use of intonation, expression, and emphasis was proven to help students grasp the story’s meaning. Additionally, asking inferential questions during and after the reading activity reinforced students’ understanding, as evidenced by their ability to answer 24 questions overall in the high-performance category. This activity also enriched students’ vocabulary through the introduction of new terms. The conclusion of this study indicates that the read-aloud technique based on Islamic stories is effective as a learning strategy for strengthening students’ character. Consistent implementation, supported by the teacher’s active role and a conducive learning environment, makes this method an innovative and practical alternative for shaping students’ character from an early age.

THE RELATIONSHIP BETWEEN KNOWLEDGE AND POVERTY: A Theoretical and Empirical Study in the Contemporary Era

2026-05-04T02:30:32+00:00

This study examines the relationship between knowledge and poverty from both theoretical and empirical perspectives in the contemporary era. Poverty is understood as a multidimensional phenomenon that extends beyond income deprivation to include limited access to education, healthcare, and social participation. Using a qualitative library research method, this study analyzes secondary data derived from academic journals, scholarly books, and reports from international institutions such as the World Bank, United Nations Development Programme, and International Labour Organization. The analysis employs a descriptive content analysis approach to synthesize findings from various sources. The results indicate that knowledge, particularly through education and digital literacy, plays a significant role in reducing poverty by increasing productivity, income, and access to economic opportunities. However, the relationship is not linear, as it is influenced by several mediating and moderating factors, including educational quality, labor market relevance, institutional capacity, access to financial capital, and structural inequalities. Furthermore, the study highlights the importance of digital literacy and gender equality as critical dimensions in contemporary poverty reduction efforts. This study concludes that knowledge can serve as a powerful instrument for poverty alleviation when supported by inclusive policies, relevant education systems, and equitable access to resources. Therefore, integrated strategies that combine educational improvement, digital inclusion, and institutional strengthening are essential to effectively address poverty in developing countries, including Indonesia.

STRATEGI PENYUSUNAN PETA DAKWAH DALAM PERSPEKTIF ADMINISTRASI DAKWAH UNTUK MENINGKATKAN EFEKTIVITAS MANAJEMEN DAKWAH DALAM KONTEKS PENDIDIKAN ISLAM KONTEMPORER

2026-05-04T02:36:01+00:00

This study examines the strategy for developing a da’wah mapping (peta dakwah) within the perspective of da’wah administration to enhance the effectiveness of contemporary da’wah management. The research is motivated by the need for more adaptive, data-driven, and strategic da’wah practices in response to rapid social and technological changes. Using a qualitative approach with a library research method, this study analyzes relevant literature on da’wah administration, management, and mapping. The findings reveal that da’wah mapping serves as a strategic instrument that integrates managerial functions, including planning, organizing, implementing, and controlling. Through systematic identification of community conditions covering social, economic, cultural, and religious aspects da’wah programs can be designed more accurately, efficiently, and contextually. Furthermore, da’wah mapping significantly contributes to improving targeting accuracy, optimizing resource utilization, and enhancing program quality. The integration of da’wah mapping with digital technology also supports a data-driven approach to da’wah, enabling broader outreach and more effective engagement with modern society. Therefore, the application of da’wah mapping is essential in developing effective, adaptive, and sustainable da’wah management in the contemporary era.

The Effectiveness Of Youtube Media In Increasing Students' Motivation And Interest In Fiqh Learning In The Digital Era

2026-05-05T07:59:14+00:00

The era of digitalization requires teachers to innovate in learning, yet most still use outdated methods to deliver material to students. The lack of innovation in the learning process makes students feel bored, leading to a low impact on their motivation and learning interest. One step to address this is to integrate media and methods into the learning process. This study aims to test the effectiveness of YouTube media in increasing students' motivation and interest in learning fiqh subjects. The study uses a quantitative approach with a quasi-experimental design (pretest-posttest control group). Data collection was conducted using questionnaires and documentation, which were analyzed using a MANOVA test in SPSS software version 25. The results of the data analysis showed Sig. 0.000 < 0.05 in both variables, which means that YouTube media affects learning motivation with a Partial Eta Squared value of 0.211 and learning interest with a Partial Eta Squared value of 0.298. The Partial Eta Squared indicated that the use of YouTube media in fiqh subjects contributed 21.1% to learning motivation and 29.8% to learning interest. Based on the interpretation of Partial Eta Squared, the results indicate large effects, suggesting that YouTube learning media can be applied in the learning process as a new form of innovation in the digital era.

Implementation of Value-Based Islamic Pesantren Curriculum Management in Improving the Quality of Santri Education in the Modern Era

2026-05-04T03:16:58+00:00

This study is motivated by the importance of adaptive curriculum management in Islamic boarding schools, considering that many curricula remain traditional and less integrated with modern demands. The purpose of this research is to analyze the implementation of curriculum management in improving the quality of students’ education. This study employs a qualitative approach using a literature review method, drawing from books, academic journals, and relevant references on Islamic education management. The findings reveal that effective curriculum management in pesantren must involve four main functions: planning, organizing, implementing, and evaluating in an integrated manner. Furthermore, the integration of traditional curriculum based on classical Islamic texts with modern competency-based curriculum has proven to enhance students’ intellectual, spiritual, and social quality. Additional findings indicate that supporting factors such as teacher quality and the use of technology significantly influence curriculum success, while major obstacles include limited facilities and resistance to change. Therefore, innovative curriculum management is essential to improve the competitiveness of pesantren in the modern era

OPTIMIZATION OF STUDENT (SANTRI) MANAGEMENT IN THE DIGITAL ERA AT MODERN ISLAMIC BOARDING SCHOOLS

2026-05-04T02:47:22+00:00

This study examines the optimization of student (santri) management in the digital era within modern Islamic boarding schools (pesantren). The research is motivated by the rapid development of information technology, which requires pesantren to adapt their management systems while maintaining Islamic values. This study employs a qualitative approach using a library research method by analyzing relevant literature on student management, Islamic education, and digital transformation. The findings reveal that student management in pesantren encompasses planning, organizing, implementation, supervision, and evaluation processes that are integrated with character building and academic development. In the digital era, optimization can be achieved through the digitalization of administrative systems, the implementation of pesantren management information systems, the use of digital learning platforms, and technology-based character development. These innovations enhance efficiency, transparency, and effectiveness in managing students. However, challenges such as limited technological infrastructure, low digital literacy, and concerns about negative impacts of technology remain significant. Therefore, a balanced integration between traditional pesantren values and digital innovation is essential to create adaptive, effective, and sustainable student management systems in modern pesantren.

Transforming Islamic Education Management in the Era of Artificial Intelligence

2026-05-12T22:40:04+00:00

This study aims to analyze the transformation of Islamic education management, identify implementation challenges, and formulate an AI-based integrative model aligned with the values of Islamic education. This research employed a library research approach, with data collected through a comprehensive review of scholarly literature published in reputable academic journals. The data were analyzed using content analysis to identify patterns, concepts, and interrelationships among the research variables. The findings reveal that the transformation of Islamic education management is not merely technological in nature, but also requires the integration of AI-based systems with spiritual values, ethics, and humanism. AI contributes to enhancing efficiency, improving decision-making effectiveness, and advancing the quality of educational services through systematic data utilization. However, its implementation continues to face several challenges, including limited human resources, inadequate digital infrastructure, and resistance within organizational culture. This study proposes an integrative model that connects technology, management functions, and Islamic educational values within a unified system. Theoretically, this research enriches the discourse on technology-based Islamic education management. Practically, the findings may serve as a reference for educational administrators in designing digital transformation strategies. Nevertheless, this study is limited by its conceptual approach; therefore, further empirical research is required to examine and validate the proposed model.

Implementation of Meritocracy Principles in Human Resource Recruitment and Selection in Educational Institutions

2026-05-15T13:43:48+00:00

This study aims to analyze the implementation of meritocracy principles in the recruitment and selection process of human resources at educational institutions. The research uses a qualitative approach and a library research method, reviewing various scholarly sources, including books, journals, articles, and relevant documents. The results show that the application of a merit-based system in recruitment and selection plays an important role in creating a professional, objective, and transparent human resource management system. The recruitment process is carried out based on competence, qualifications, capability, and work performance, enabling educational institutions to acquire teaching and administrative staff who match the organization's needs. However, the implementation of the merit system still faces various challenges, including nepotism, subjectivity, and limitations in the selection process. Therefore, regulatory strengthening, increased transparency, and ongoing supervision are needed to ensure that meritocracy is applied effectively and sustainably, supporting improvements in educational quality.This study aims to analyze the implementation of meritocracy principles in the recruitment and selection process of human resources at educational institutions. The research uses a qualitative approach and a library research method, reviewing various scholarly sources, including books, journals, articles, and relevant documents. The results show that the application of a merit-based system in recruitment and selection plays an important role in creating a professional, objective, and transparent human resource management system. The recruitment process is carried out based on competence, qualifications, capability, and work performance, enabling educational institutions to acquire teaching and administrative staff who match the organization's needs. However, the implementation of the merit system still faces various challenges, including nepotism, subjectivity, and limitations in the selection process. Therefore, regulatory strengthening, increased transparency, and ongoing supervision are needed to ensure that meritocracy is applied effectively and sustainably, supporting improvements in educational quality.

Organizational Culture in Islamic Education: An Analysis of Values, Structure, and Its Implications for Improving Educational Quality

2026-05-12T22:41:00+00:00

This study examines organizational culture in Islamic education through an integrative analysis of values, organizational structure, and their implications for improving educational quality. The study was motivated by the growing demand for Islamic educational institutions to strengthen institutional quality while maintaining Islamic values amid the challenges of globalization and digital transformation. This research employed a library research approach using an integrative literature review strategy to synthesize contemporary scientific studies related to organizational culture in Islamic education. Data sources were obtained from scholarly journals, books, and academic publications indexed in reputable databases published between 2021 and 2026. The analysis was conducted through thematic analysis and narrative synthesis to identify conceptual patterns concerning the relationship between values, organizational structures, and educational quality. The findings indicate that organizational culture in Islamic education is formed through the integration of spiritual, ethical, and social values institutionalized within organizational structures and educational practices. Islamic values such as tauhid, amanah, integrity, and ukhuwah function as normative foundations that shape collective behavior and institutional orientation. Furthermore, organizational structures based on participatory and value-oriented leadership strengthen the implementation of these values in educational management. The study also reveals that a strong organizational culture contributes significantly to improving educational quality through enhanced teacher performance, conducive learning environments, and holistic student character development. This study offers a conceptual contribution by formulating an integrative model of organizational culture in Islamic education that connects values, structure, organizational culture, and educational quality within a unified analytical framework.

Innovation in Science Learning Based on Eco Disaster Literacy through a Design Based Research Approach to Improve Environmental Care Attitudes and Problem Solving Skills of Elementary School Students

2026-06-01T12:37:07+00:00

This study aimed to develop and evaluate an eco-disaster literacy–based science learning model using a Design-Based Research (DBR) approach to improve environmental awareness and problem-solving skills of elementary school students. The research was conducted at SD Negeri 1 Laousu, Konawe Regency, Southeast Sulawesi, involving 40 fifth-grade students. The DBR process included four stages: analysis, design, implementation, and evaluation. Data were collected through questionnaires, problem-solving tests, observations, and interviews. The findings showed that the learning model was highly valid, with Aiken’s V values ranging from 0.85 to 0.89, and highly practical, indicated by 92% implementation and 90% positive student responses. The model was also effective in improving student learning outcomes. Environmental awareness increased in the moderate category (N-Gain = 0.57), while problem-solving ability improved in the high category (N-Gain = 0.70). The t-test results showed significant differences between pretest and posttest scores (p < 0.05), indicating the effectiveness of the developed learning model.

Recontextualizing Cooperative Learning: Indonesian EFL Teachers’ Agency in Adapting a Global Pedagogical Model

2026-06-01T03:53:26+00:00

Cooperative Learning (CL) is widely recognized as an effective student-centered pedagogical approach and has been extensively promoted in educational reforms worldwide. However, existing studies have predominantly focused on measuring its effectiveness, while limited attention has been given to how teachers interpret and enact CL within their specific sociocultural contexts. Addressing this gap, this study investigates how Indonesian English as a Foreign Language (EFL) teachers conceptualize, implement, and adapt cooperative learning in their classroom practices. Employing a qualitative multiple case study design, data were collected from four secondary school English teachers through semi-structured interviews, classroom observations, and document analysis. The study was informed by Sociocultural Activity Theory and the concept of teacher agency to examine how pedagogical practices are shaped by cultural values, institutional conditions, and professional experiences. The findings reveal that cooperative learning is not implemented as a uniform instructional model but is continuously reinterpreted and recontextualized according to local classroom realities. Teachers enacted CL in diverse ways, drawing upon moral, cultural, religious, institutional, and pragmatic considerations. Furthermore, cultural norms emphasizing social harmony influenced interaction patterns, while tensions between policy expectations and classroom realities prompted teachers to adapt cooperative learning practices strategically. The study highlights teacher agency as a critical mediating factor in translating global pedagogical ideas into contextually meaningful classroom practices. These findings contribute to the literature on pedagogical recontextualization and teacher agency by demonstrating that successful implementation of cooperative learning depends not on procedural fidelity but on teachers’ capacity to adapt pedagogical principles to their sociocultural environments. The study also offers implications for educational policy and teacher professional development by emphasizing the importance of context-sensitive approaches to pedagogical reform.

Reconstructing the Philosophy of Science in the Project-Based Eco-Citizenship Learning Model for Elementary Education: A Systematic Literature Review

2026-06-01T06:51:07+00:00

This study aims to examine the reconstruction of the philosophy of science in the Project-Based Eco-Citizenship learning model in elementary education through a Systematic Literature Review (SLR) approach. This study examines 30 selected articles from the Google Scholar, Scopus, and SINTA databases published in 2015–2025. The analysis was conducted using the PRISMA stages and thematic analysis examined from the perspective of the philosophy of science, namely ontological, epistemological, and axiological dimensions. The results of the study indicate that ontologically, students are positioned as active subjects who learn through direct interaction with the environment as the real reality of learning. Epistemologically, knowledge is built through experience, collaboration, and reflection in contextual project activities so that learning becomes more meaningful and applicable. Meanwhile, axiologically, this model plays a role in instilling the values of environmental concern, social responsibility, and sustainability that shape the character of eco-citizens in students. The integration of these three dimensions shows that Project-Based Eco-Citizenship is not only oriented towards cognitive achievement, but also character development and ecological awareness. Thus, this model is relevant to the demands of the Independent Curriculum and the strengthening of 21st-century skills in forming a generation that is critical, collaborative, creative, and cares about the environment.

ANALISIS KESENJANGAN SOPAN SANTUN SANTRI TPA DALAM PENDIDIKAN KARAKTER ISLAM

2026-05-23T02:49:46+00:00

This research aims to analyze the gap in the politeness of TPA students in the implementation of character education. The background of this research is based on the finding that the polite behavior of TPA students does not fully reflect the character values taught in Islam. This research uses a qualitative approach with a field research type. Data were collected thru interviews, observations, and documentation, then analyzed thru the stages of data reduction, data presentation, and conclusion drawing. The research results show that character education has been implemented thru habituation, the enforcement of regulations, and the provision of advice on the importance of manners to teachers and fellow students. However, this study also found a gap between the values taught and the behavior of students in daily interactions, both toward teachers and fellow peers. The gap is influenced by the child's internal factors, the consistency of habituation, and the impact of the external environment. These findings indicate that character formation cannot be achieved instantly, but rather requires continuity, consistency, and collaboration between TPA (Islamic Education Centers) and parents in reinforcing the internalization of polite values.

KESENJANGAN ANTARA PRESTASI AKADEMIK DAN INTEGRITAS DI DUNIA PENDIDIKAN: KESADARAN ETIS SEBAGAI PENGGERAK TRANSFORMASI PERILAKU MAHASISWA

2026-05-25T00:49:24+00:00

Academic achievement has long been positioned as a primary indicator of success in higher education. However, an excessive orientation toward academic attainment risks obscuring the fundamental purpose of education, namely the formation of student integrity and moral responsibility. Academic realities reveal a growing misalignment between academic performance and ethical conduct, as reflected in various forms of academic dishonesty and the erosion of integrity within higher education institutions. This article aims to conceptually examine the role of ethical awareness as a driving force for the transformation of student behavior in the context of higher education. This study is constructed through a literature-based approach employing critical analysis of ethical theories, character education, and academic values relevant to contemporary higher education. The discussion emphasizes ethical awareness as an internalized moral consciousness that guides students in ethical decision-making, the internalization of academic honesty, and the integration of intellectual achievement with social responsibility. The article underscores the urgency of mainstreaming ethical awareness within curricula, pedagogical practices, and academic culture as a foundational framework for fostering sustainable student integrity. Accordingly, higher education is expected not only to produce academically accomplished graduates but also individuals who demonstrate strong character, integrity, and ethical sensitivity in both academic and social spheres

The Role of Islamic Education Teachers in Promoting Student Discipline Through Character Based Instruction at SDN 169 Bolang, Enrekang Regency, Indonesia

2026-06-04T00:06:40+00:00

This thesis examines the role of Islamic Religious Education (IRE) teachers in implementing character-based learning to improve students’ discipline at SDN 169 Bolang, Enrekang Regency. The study focuses on three main aspects: (1) the role of IRE teachers in applying character-based learning to enhance students’ discipline, (2) the character-based learning strategies employed by IRE teachers, and (3) efforts to overcome challenges in implementing character-based Islamic Religious Education that influence students’ disciplinary behavior. This research employed a qualitative approach with pedagogical and psychological perspectives. The study was conducted over a period of three months at SDN 169 Bolang, Enrekang Regency. Primary data sources included the school principal, Islamic Religious Education teachers, and school operators, while secondary data sources consisted of school documents, journals, articles, and other relevant references. Data were collected through observation, interviews, and documentation. Data analysis techniques involved data reduction, data presentation, and drawing conclusions. The validity of the data was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that character-based learning through Islamic Religious Education at SDN 169 Bolang is effective in improving students’ discipline. Islamic Religious Education teachers play a central role as role models by integrating religious values into learning activities, implementing routine habituation, applying consistent rewards and educational consequences, and using active and reflective learning methods. Although challenges such as differences in students’ character, external environmental influences, and limited parental support were encountered, these obstacles were successfully addressed through strong collaboration among teachers, homeroom teachers, and parents, as well as through consistent and adaptive approaches. Consequently, the formation of students’ disciplinary character can be developed effectively and sustainably.

The Role of Instructional Planning in Enhancing the Quality of Islamic Religious Education Learning at SDN 176 Belajen

2026-06-06T01:23:15+00:00

his study examines three main aspects: (1) the planning of Islamic Religious Education (IRE) learning at SDN 176 Belajen, Alla District, Enrekang Regency; (2) the quality of IRE learning at the school; and (3) the implications of learning planning in building the quality of IRE learning. The purpose of this study is to analyze learning planning, assess the quality of learning, and identify the implications of learning planning in improving the quality of Islamic Religious Education learning at SDN 176 Belajen. This research employs a qualitative approach with pedagogical, juridical, sociological, and psychological perspectives. The study was conducted over three months at SDN 176 Belajen, Alla District, Enrekang Regency. Primary data sources consisted of the principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and related literature. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that Islamic Religious Education learning planning at SDN 176 Belajen has been implemented in an adaptive and practical manner through the preparation of lesson plans that are flexible and responsive to classroom conditions and student characteristics. However, improvements are still needed in the use of learning media and the documentation of assessment results. The quality of student learning is generally categorized as fairly good, particularly in the habituation of religious attitudes and practical learning activities, although students still experience difficulties in understanding conceptual material. Overall, systematic learning planning has positive implications for increasing student activeness, understanding, and the formation of religious character. This study contributes to the literature by demonstrating how systematic instructional planning supports not only academic achievement but also the development of students’ religious character in elementary Islamic Religious Education.

Innovation of Islamic Religious Education Learning Through the Quantum Teaching Method at UPT SDN 18 Kalosi

2026-06-06T01:21:31+00:00

This study aims to analyze the implementation of the Quantum Teaching method in Islamic Religious Education (IRE) learning, explore teachers’ and students’ experiences and perceptions toward its application, and identify learning innovations developed through the integration of the method at UPT SDN 18 Kalosi, Enrekang Regency. This study employed a qualitative descriptive approach within a constructivist paradigm. Data were collected through classroom observations, semi-structured interviews, documentation, and field notes involving the principal, Islamic Religious Education teacher, classroom teachers, and students. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that the Quantum Teaching method significantly enhanced students’ engagement, motivation, and understanding of Islamic Religious Education. Learning became more interactive and student-centered through storytelling, group discussions, role-playing, project-based learning, and the integration of digital media. Students demonstrated stronger critical thinking, communication skills, and the ability to apply Islamic values in daily life. Teachers and students expressed positive perceptions of the method, although challenges related to limited instructional time, technological facilities, and differences in student abilities were identified. The study suggests that Quantum Teaching can serve as an effective instructional strategy for improving the quality of Islamic Religious Education, particularly in elementary schools. The findings encourage schools to strengthen teacher professional development and provide adequate technological support to facilitate innovative and meaningful learning experiences. This study contributes to the literature by demonstrating how Quantum Teaching can be adapted within Islamic Religious Education to foster active participation, contextual understanding, and the internalization of religious values. The study provides an innovative pedagogical model that integrates student-centered learning, educational technology, and character development in elementary Islamic education.

Enhancing Students’ Motivation in Islamic Religious Education Through Teacher Parent Collaboration: Evidence from an Indonesian Elementary School

2026-06-06T01:20:40+00:00

This study examines students’ learning motivation in Islamic Religious Education (IRE), the implementation of a collaborative learning model between teachers and parents, and the role of such collaboration in enhancing students’ motivation at UPTD SDN 18 Kalosi Enrekang. The study aimed to describe students’ learning motivation in IRE, analyze the implementation of teacher–parent collaborative learning, and explain its contribution to improving students’ motivation. This research employed a qualitative approach with pedagogical, psychological, and theological perspectives. The study was conducted over three months at UPTD SDN 18 Kalosi Enrekang. Primary data were obtained from the principal, teachers, parents, and students, while secondary data were collected from school documents and relevant literature. Data were gathered through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation, member checking, prolonged observation, and persistent observation. The findings indicate that students’ learning motivation in IRE is generally good, particularly in practical topics such as prayer, worship practices, and moral values. However, motivation tends to decrease when students encounter more theoretical subjects, including tafsir and fiqh. The study also found that collaboration between teachers and parents positively affects students’ learning motivation. Active parental involvement in supervising learning at home and maintaining regular communication with teachers strengthens students’ enthusiasm, discipline, and engagement in learning. This study contributes to the growing literature on school–family partnerships by demonstrating how teacher–parent collaboration strengthens learning motivation within the context of Islamic Religious Education in elementary schools.

School Family Partnerships in Moral Character Development: A Case Study of Islamic Religious Education in Indonesia

2026-06-06T01:22:23+00:00

The development of students’ moral character has become a critical concern in contemporary education due to increasing social and moral challenges among young learners. This study aims to explore the collaboration between Islamic Religious Education (IRE) teachers and parents in shaping students’ moral character at UPT SDN 2 Kalosi, Enrekang Regency, Indonesia. Employing a qualitative case study approach, data were collected through observations, in-depth interviews, and document analysis involving the principal, IRE teachers, classroom teachers, and parents. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while triangulation techniques were applied to ensure trustworthiness. The findings reveal that effective moral character development is achieved through continuous communication between teachers and parents, parental involvement in character-based assignments, alignment of moral values between school and home, and active support for school programs. The integration of school-based moral education and family parenting practices contributes significantly to the development of honesty, discipline, responsibility, empathy, and social awareness among students. However, challenges remain, including limited parental time, inconsistent communication, differences in parenting styles, and varying levels of parental participation. The study implies that sustainable school–family partnerships are essential for strengthening students’ moral character and creating consistency in value internalization across educational environments. The originality of this study lies in its examination of teacher–parent collaboration within the context of Islamic Religious Education at the elementary school level, highlighting how the integration of religious learning strategies and family-based moral guidance can foster holistic character development. The findings contribute to the growing literature on character education by offering a practical model of collaborative moral education that can be adapted in similar educational contexts

Spiritual Based Learning Approaches for Addressing Learning Difficulties in Islamic Religious Education: A Qualitative Study in an Indonesian Elementary School

2026-06-09T01:18:58+00:00

Learning difficulties in Islamic Religious Education (PAI) remain a significant challenge at the elementary school level, particularly in helping students understand faith concepts, perform worship practices, and internalize Islamic values. While previous studies have emphasized cognitive and instructional interventions, limited attention has been given to the role of spiritual-based learning approaches in addressing these challenges. This study aims to examine the implementation of a spiritual approach, evaluate its effectiveness in improving students’ understanding of faith and worship concepts, and identify the supporting and inhibiting factors influencing its application at SD Negeri 64 Buntu Ampang, Anggeraja District, Enrekang Regency, Indonesia. The research employed a qualitative descriptive design using psychological, theological, and pedagogical perspectives. Data were collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teachers, and relevant school stakeholders. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility checks. The findings reveal that the spiritual approach, implemented through prayer, dhikr, Qur’anic recitation, religious motivation, teacher role modeling, and empathetic guidance, effectively supports students in overcoming learning difficulties. The approach contributes not only to improved cognitive understanding of faith and worship but also to enhanced emotional well-being, self-confidence, learning motivation, and positive religious behavior. Its effectiveness is supported by teacher commitment, a strong religious school culture, and institutional support, although limited instructional time, diverse student characteristics, and varying family backgrounds remain challenges. This study highlights the importance of integrating spirituality into classroom practices as a holistic pedagogical strategy for promoting both academic and character development in Islamic Religious Education.

Spiritual Habituation and Character Development in Elementary Education: A Qualitative Study from Indonesia

2026-06-09T01:21:25+00:00

The growing concern over moral decline and weakening spiritual values among young learners has highlighted the need for effective approaches to character and spiritual development in schools. Although previous studies have emphasized the importance of character education, limited research has explored how habituation-based spiritual education contributes to students’ spiritual character formation in elementary school settings. This study investigates the implementation of spiritual education through habituation practices and examines its impact on students’ spiritual attitudes and behaviors at SD Negeri Kecil Banua, Indonesia. A qualitative descriptive design was employed using theological, pedagogical, and psychological perspectives. Data were collected through observations, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation techniques. The findings reveal that spiritual education is effectively implemented through structured habituation activities, including daily prayers, congregational Dhuha prayer, Qur’anic recitation, greetings, and the cultivation of honesty, discipline, and respect. These practices have contributed significantly to the development of students’ spiritual awareness, worship discipline, moral responsibility, and positive social behavior. The study also identifies teacher role-modeling, supportive school policies, and a conducive religious environment as key supporting factors, whereas limited instructional time and inconsistent reinforcement outside school remain major challenges. The findings suggest that habituation-based spiritual education serves as an effective strategy for strengthening students’ spiritual character and fostering holistic development in elementary education. The study contributes to the growing literature on spiritual pedagogy and character education in primary school contexts.

The Role of Islamic Religious Education Teachers in Shaping Students’ Religious Character: Evidence from an Indonesian Islamic Elementary School

2026-06-09T01:25:04+00:00

This study investigates the role of Islamic Religious Education (IRE) teachers in shaping students’ religious character at Madrasah Ibtidaiyah Negeri (MIN) 1 Enrekang, Indonesia. Religious character development has become a crucial concern in contemporary education due to increasing moral challenges among young learners and the growing influence of digital culture. Employing a descriptive qualitative design, this study collected data through observations, semi-structured interviews, and document analysis involving IRE teachers, school leaders, and students. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and member checking. The findings reveal that IRE teachers perform multidimensional roles as educators, role models, motivators, and spiritual mentors. Through classroom instruction, religious habituation programs, exemplary behavior, and continuous guidance, teachers facilitate the internalization of Islamic values such as honesty, discipline, responsibility, respect, and social concern. The study further identifies several supporting factors, including a religious school culture, institutional commitment, adequate facilities, and parental involvement. However, challenges remain, particularly differences in family backgrounds and the influence of social media and external environments. The study concludes that religious character formation is a collaborative and continuous process requiring strong synergy among schools, families, and communities. These findings contribute to the growing literature on character education and provide practical implications for strengthening religious character development in Islamic elementary schools.

Developing a Local Wisdom Based Islamic Religious Education Approach to Strengthen Students’ Character in Elementary Schools

2026-06-09T01:14:12+00:00

This thesis examines: (a) how to design a local wisdom–based Islamic Religious Education (PAI) learning model appropriate for implementation at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency; (b) how the implementation of the model improves students’ understanding and practice of Islamic values; and (c) how effective the model is in improving learning outcomes and strengthening students’ Islamic character. The objectives of this study are: (a) to develop a PAI learning model design based on local wisdom suitable for school use; (b) to describe its implementation in improving students’ understanding and practice of Islamic values; and (c) to evaluate its effectiveness in learning outcomes and character building. This study uses a descriptive qualitative method with a case study approach conducted for three months at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency. Primary data sources include the principal, Islamic Education teachers, classroom teachers, and school staff, while secondary data sources include documents, journals, and literature. Data were collected through observation, interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the local wisdom–based PAI learning model is effective in improving students’ understanding and practice of Islamic values. The integration of Islamic teachings with local cultural values such as mutual cooperation, respect, sharing, and responsibility makes learning more contextual and meaningful. Students become more active through discussions, group work, and social activities. This approach not only improves cognitive achievement but also strengthens Islamic character, including religiosity, discipline, empathy, and social awareness in both school and community life.

Strengthening Teacher Performance through Professional Ethics: Evidence from Islamic Religious Education Teachers in Indonesia

2026-06-09T01:11:02+00:00

Professional ethics has become an increasingly important issue in educational improvement, particularly in the context of Islamic Religious Education (IRE), where teachers are expected to serve not only as instructors but also as moral role models. Despite extensive discussions on teacher professionalism, limited research has explored how professional ethics contributes to teacher performance within Islamic educational settings. This study investigates the implementation of professional ethics among Islamic Religious Education teachers and its contribution to teacher performance at SMP Negeri 1 Baraka, Enrekang Regency, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and document analysis involving certified IRE teachers, school leaders, and relevant educational stakeholders. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member checking. The findings reveal that professional ethics are consistently implemented across personal, social, pedagogical, and professional dimensions. Teachers demonstrate strong moral integrity, professional responsibility, collaborative behavior, and commitment to continuous professional development through participation in teacher professional forums. Furthermore, ethical practices significantly influence instructional planning, classroom management, assessment implementation, and overall teaching effectiveness. The study concludes that professional ethics function not only as a moral framework but also as a strategic mechanism for enhancing teacher performance and educational quality. These findings provide practical implications for teacher development programs and contribute to the broader discourse on ethics-based educational professionalism in Islamic education.