Emotional Educational Card Games in Cultivating Moral Values in Learning the Qur'an and Hadith
DOI:
https://doi.org/10.35723/jie.v11i1.744Keywords:
Card Games, Emotional Educational Cards, Moral Values, Quran and HadithAbstract
This study aims to analyze the implementation of emotional card educational games in Islamic Religious Education (IRE), particularly in the Al-Qur'an Hadith subject, to foster moral values and anti-bullying attitudes among elementary school students. This research also seeks to examine the role of emotion card media in helping students recognize, understand, and manage their emotions positively. This study employed a descriptive qualitative approach using field research conducted at MIN 1 Bima. Data were collected through participatory observation, semi-structured interviews, and documentation with IRE teachers, students, and the madrasah head. Data analysis followed Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The data's validity was ensured through triangulation and member checking. The findings indicate that the use of emotion cards improves students’ ability to recognize and manage emotions, enhances empathy toward peers, and reduces bullying behavior in the classroom. The learning process also becomes more interactive, communicative, and enjoyable, leading to greater student engagement. Students appear more active in discussions and collaborative activities, and they respect their peers’ opinions during learning. Furthermore, integrating emotional aspects with Islamic moral values has proven effective in fostering positive social behavior. This study is limited to a single research site and does not quantitatively measure behavioral changes among students. This study offers an innovative approach by integrating emotion-based educational games into IRE learning to strengthen anti-bullying character education among elementary school students.
References
Apriyanti, A., & Sirozi, M. (2025). Integration of intellectual intelligence, morals, and learning achievement: a modern islamic education perspective. Sosioedukasi: jurnal ilmiah ilmu pendidikan dan sosial, 14(4), 3202–3209. https://doi.org/10.36526/sosioedukasi.v14i4.6584
Arif, F., Mariati, P., Hidayat, M., & Lutfauziah, A. (2024). Model Pembelajaran Berbasis Proyek Sebagai Upaya Memotivasi Belajar Siswa Kelas 4 pada Pembelajaran IPA di SDN Kutisari 1 Surabaya. Indonesian Research Journal on Education, 4(3). https://doi.org/10.31004/irje.v4i3.805
Boghian, I., & Cojocariu, V.-M. (2023). Using games to build social emotional learning skills. Revista Romaneasca Pentru Educatie Multidimensionala, 15(1), 622–656. https://doi.org/10.18662/rrem/15.1/715
CASEL. (2020). What is the CASEL Framework? Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Daud, H. M., Yussuf, A., Adabi, F., & Kadir, A. (2023). Influence of The Social Environment on Development of Students ’ Morals and Characters : Future Issues and Challenges. International Journal of Academic Research in Progressive Education and Development, 1(2), 1245–1257. https://doi.org/10.6007/IJARPED/v12-i2/17540
Denzin, N., & Lincoln, Y. (2018). The SAGE Handbook of Qualitative Research. Los Angeles: Sage.
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299–311. https://doi.org/10.1177/0741932514564564
Firmansyah, E., Anwar, S., & Khozin. (2023). Anthropological Approach to Islamic Education: Establishing Noble Spirituality in Overcoming Social Conflict. Al-Hayat: Journal of Islamic Education (AJIE), 7(1), 163–172. https://doi.org/10.35723/ajie.v7i1.374
Francisco, S. M., Ferreira, P. C., Simão, A. M. V, & Pereira, N. S. (2024). Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game. BMC Psychology, 12, 168. https://doi.org/10.1186/s40359-024-01582-3
Goleman, D. (2020). Emotional Intelligence: Why It Can Matter More Than IQ. In 25th Anniversary Edition. London: Bloomsbury Publishing.
Hakim, L., Irsali, A. N. R., & Watsiqoh, T. N. (2023). The Innovation of Information and Communication Technology in Contextual Teaching and Learning Models Based PAI Learning. Progresiva: Jurnal Pemikiran Dan Pendidikan Islam, 12(2), 275–290. https://doi.org/10.22219/progresiva.v12i02.28525
Hromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning With Games: “It’s Fun and We Learn Things.” Simulation & Gaming, 40(5), 626–644. https://doi.org/10.1177/1046878109333793
Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
Irwan, Haris, A., Khozin, Hendra, & Anwar, S. (2023). Unveiling Maja Labo Dahu: a Local Wisdom in Implementing Character Values. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(2), 1–13. https://doi.org/10.24042/tadris.v8i2.18144
Johnson, E. B. (2014). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Thousand Oaks, CA: Corwin Press.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043
Lickona, T. (1992). Educating For Character: How Our School Can Teach Respect and Responsibility. New York: Bantam Books.
Mammen, M., & Paulus, M. (2023). The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions. Cognitive Development, 66, 101336. https://doi.org/10.1016/j.cogdev.2023.101336
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook Third Edition. USA: Sage Publications.
Mulyani, E. T., Wahyuningsih, S. L. D., Mursiti, E., Fauziati, E., & Sumardjoko, B. (2024). Integrasi teori pembelajaran sosial emosional pada kurikulum berbasis kearifan lokal untuk mencegah perilaku bullying di sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(4). https://doi.org/10.23969/jp.v9i04.21120
Porpulit, O. (2023). The impact of the digital environment on younger students and Adolescents: modern trends in the context of war and crises. State and Regions. Series: Social Communications, 4(52), 134–140. http://dx.doi.org/10.32840/cpu2219-8741/2022.4(52).20
Prensky, M. (2018). Digital game-based learning. McGraw-Hill.
Shute, V. J., D’Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., & Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86, 224–235. https://doi.org/10.1016/j.compedu.2015.03.009
Solihin, I., Hasanah, A., & Fajrussalam, H. (2020). Core Ethical Values of Character Education Based on Islamic Values in Islamic Boarding Schools. International Journal on Advanced Science, Education, and Religion, 3(2), 21–33. https://doi.org/10.33648/ijoaser.v3i2.51
Solomontos‐Kountouri, O., & Strohmeier, D. (2021). The need to belong as motive for (cyber) bullying and aggressive behavior among immigrant adolescents in Cyprus. New Directions for Child and Adolescent Development, 2021(177), 159–178. https://doi.org/10.1002/cad.20418
Spinrad, T. L., & Gal, D. E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 40–44. https://doi.org/10.1016/j.copsyc.2017.08.004
Sugiyono. (2019). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Tomczyk, Ł., & Wąsiński, A. (2017). Parents in the Process of Educational Impact in the Area of the Use of New Media by Children and Teenagers in the Family Environment. Education and Science, 42(190), 305–323. https://doi.org/10.15390/EB.2017.4674
Trigueros, R., Sanchez-Sanchez, E., Mercader, I., Aguilar-Parra, J. M., López-Liria, R., Morales-Gázquez, M. J., Fernández-Campoy, J. M., & Rocamora, P. (2020). Relationship between emotional intelligence, social skills and peer harassment. A study with high school students. International Journal of Environmental Research and Public Health, 17(12), 4208. https://doi.org/10.3390/ijerph17124208
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Uswatun Hasanah, Agus Salam, Irwan
This work is licensed under a Creative Commons Attribution 4.0 International License.
