Journal of Islamic Education

Instilling Morals: Affective Value Formation Strategies in Islamic Education

Alan Wahyu Pratama — 2025-07-01

This study aims to analyze the strategies of Islamic Education teachers in instilling morals in students in order to form affective values. This study aims to identify the strategies implemented by Islamic Education teachers in instilling morals in students to develop affective values. The main focus of this study is to understand the extent to which the implemented strategies are able to foster noble character in students through the process of internalizing Islamic values. The research uses a qualitative case study approach, data collection techniques through interviews, observation, and documentation. The data analysis used is Miles and Huberman’s model: data reduction, data display, and conclusion drawing. The results of the study showed that the strategies used included habituation, role modelling, advice, and discipline. The habituation strategy was carried out through routine religious activities such as joint prayer and congregational prayer. The role model strategy was implemented by providing examples of good behaviour from teachers to students. The advice and discipline strategies were implemented through educational motivation and reprimands. The four strategies complement each other in shaping students' affective aspects, such as attitudes, interests, assessments, and character. The instillation of morals in this context aims for students not only to know the value of goodness cognitively but also to internalize and believe in it in everyday life. Teachers and school administrators need to design and implement strategies that are not only theoretical but also practical in students’ daily lives. Habituation through religious activities and teacher role-modeling can create a conducive learning environment for instilling values.

Building Innovation in Islamic Boarding School Learning through the Implementation of Educational Tools

Afiful Ikhwan — 2025-07-04

The phenomenon of stagnation in learning approaches in traditional Islamic boarding schools encourages the need for innovation to remain relevant in the digital era without abandoning the basic values of Islamic education. This study aims to examine the implementation of educational tools at the Darul Fikri Islamic Boarding School as part of learning innovation based on spiritual values and Islamic educational philosophy. This study uses a qualitative method with a case study approach through participatory observation and semi-structured interviews with female teachers and students. The results of the study show that traditional educational tools such as blackboards and yellow books still dominate in religious learning because they are considered effective in deepening understanding and fostering perseverance in learning. However, modern tools such as laptops and projectors are beginning to be used selectively for general subjects such as science and foreign languages to increase engagement and effectiveness in learning. Educators interpret these tools not as the main goal, but as a means or supporting means to help achieve the main values of Islamic boarding schools such as manners, closeness between teachers and students, and sincerity in learning. The conclusion of this study confirms that the integration of traditional and modern tools in Islamic boarding schools must remain based on Islamic spiritual and ethical values so as not to shift into secularization of education. The implication is that the wise use of educational tools can strengthen the quality of learning while maintaining the distinctive character of Islamic boarding schools. The limitations of this study lie in the scope that only covers one institution and has not compared similar implementations in other Islamic boarding schools. Therefore, further research is recommended to reach more institutions and evaluate the long-term impact of educational tool innovation on the formation of the character of students as a whole.

Technology-based Integrative Strategy in Improving Islamic Education Teachers Competence

Farhan Mahara — 2025-07-14

This study aims to describe the collaborative learning strategy based on Islamic values implemented by Islamic Education (PAI) teachers at Muhammadiyah 1 Senior High School Surakarta, to enhance pedagogical competence and strengthen students' character. The research employed a qualitative approach with a case study design. Data were collected through participatory observation, document analysis, and semi-structured interviews with seven key informants: the school headmaster, the vice headmaster for curriculum, and five subject teachers involved in interdisciplinary collaboration. Observations were conducted over one month during the learning process's planning, implementation, and reflection phases. The findings reveal that the formation of cross-subject teacher teams, microlearning, and routine reflective forums are the core strategies successfully implemented. These strategies strengthened the integration of Islamic values across all subjects and enhanced teachers' creativity and digital literacy. The active involvement of the headmaster as a transformational leader further supported a culture of innovation and collaboration within the school environment. The theoretical contribution of this study lies in its integrative, collaborative model grounded in Islamic values, which other schools with similar contexts can adapt. These findings highlight the importance of supportive leadership, flexible curricula, and technology as a medium for value-based education. This research encourages the development of value-based learning strategies within collaborative teaching practices as part of a broader character-based educational transformation.

The Influence of Islamic Religious Education Implementation through the Sekolah-Ku Program on the Religious Attitudes of Children Diagnosed with Cancer

Muhammad Sulaiman — 2025-08-18

This study aims to examine the influence of the implementation and internalisation of Islamic Religious Education (IRE) values in the Sekolah-Ku program on the religious attitudes and spiritual resilience of children diagnosed with cancer. The research assumes that a contextual and empathetic approach to IRE contributes significantly to strengthening positive religious coping strategies and religious behaviour among the children. This quantitative field research involved 24 children as primary respondents, all actively participating in the Sekolah-Ku program during the data collection period. Data were obtained through participatory observation and unstructured interviews with the children, complemented by the Brief RCOPE questionnaire to measure religious coping strategies. Descriptive statistics and simple linear regression were applied to analyse the relationship between IRE implementation and the children's religious attitudes. The findings reveal a predominance of positive religious coping, reflected in children's frequent engagement in prayer, worship, and spiritual reflection to seek strength and comfort. Based on Glock and Stark's religiosity framework, the practice dimension was most prominent, followed by experience, ideological, and consequential dimensions. These results indicate that the IRE implementation in the Sekolah-Ku program effectively fosters the internalisation of religious values, encourages active religious practice, and supports children's spiritual resilience in serious health challenges. The study highlights the importance of adaptive, spiritually humanistic, and context-relevant religious education.

Muhammadiyah Sufism: Building Students' Character and Faith Through Spiritual Education

Richway — 2025-08-23

This study explores the important role of Muhammadiyah Sufism in building character, optimising the purification of students' beliefs, and exploring the positive impact of the Islamic spirituality approach implemented by Muhammadiyah. The research method used involves qualitative data collection with a phenomenological approach involving semi-structured interviews, non-participant observation, and documentation with Muhammadiyah educational actors who have implemented the Sufi approach, namely the principal, teachers, and several students of Muhammadiyah Elementary School, Lahat. The data analysis technique uses the Miles and Huberman method, which focuses on the stages of data collection, data reduction, data presentation, and conclusion, for data validity techniques using triangulation. The research findings show that Muhammadiyah Sufism can strengthen the beliefs of Muhammadiyah Elementary School Lahat students, increase a deep understanding of Islamic teachings, and form positive characters in living their daily lives. This can be done through spiritual practices such as reading the Qur'an, sunnah prayers, dhikr, and sunnah fasting. This study also found that the implementation of Sufism in Muhammadiyah education helps students recognise and avoid practices inconsistent with pure Islamic teachings, such as excessive tawassul (circumambulation) and extreme meditation. Thus, Muhammadiyah Sufism education serves as a tool to purify faith and shape individuals with noble character and positive societal contributions. This study emphasises the importance of integrating Sufi values into the educational curriculum to create a generation that is intelligent, ethical, and capable of facing the challenges of the modern era. A limitation of this study is its limited focus on Muhammadiyah Elementary School in Lahat, which may reduce the generalizability of the findings regarding the implementation of Sufism in the broader context of Muhammadiyah education.

The Application of Mind Mapping in Grammar Teaching to Improve the Ease of Understanding Arabic Grammar

Choniatul Khumaidah — 2025-09-08

Arabic grammar is the correct standard for speaking and writing. Therefore, Arabic grammar is a necessity as an instrument for understanding Arabic. The application of mind mapping can improve learning abilities in learning Arabic qawaid. The researcher used a qualitative-descriptive approach. The data collection method used participant observation, unstructured interviews, and documentation. The primary data sources used several Arabic language lecturers, several Islamic school teachers and lecturers, and several students. The data analysis techniques used were collection, reduction, display, and conclusions. The researcher used a triangulation technique to test the data's validity. Research results the application of mind maps shows a unique method that makes students enthusiastic. The result of this study confirms that the application of mind mapping in Arabic grammar learning, specifically in the Jurumiyyah book, has proven effective in improving students' comprehension, retention, and motivation. Research conducted at the Bustanu Usyaqil Qur'an Islamic Boarding School and State Islamic University of Sayyid Ali Rahmatullah Tulungagung shows that mind mapping can transform learning from a conventional and abstract approach to a more interactive, visual, and understandable one. With proper planning, this method helps students understand Arabic grammar systematically and fosters creativity, independent learning, and active involvement in the learning process. In this study, the implications are not only strengthening grammatical understanding but also contributing to the comprehensive improvement of the quality of Arabic language education, while opening up opportunities for developing similar methods in other Islamic subjects.

Islamic Identity in the Digital Age: Between Firmness of Faith and the Challenges of Technology

Zainal Abidin Muhja — 2025-09-13

This study aims to explore the integration of technology and Islamic values in the learning process and examine the paradigm of Islamic education in responding to the character crisis and digital identity disruption. The method used is library research with a qualitative approach. Data collection includes academic books, scientific journal articles, research reports, and other supporting documents. Data analysis techniques refer to the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. Data validity techniques are carried out through source triangulation. The results of the study indicate that Islamic education offers a holistic solution by integrating the trilogy of tarbiyah-ta'lim-ta'dib, which rejects the dichotomy of religious knowledge and makes divine values the foundation of the curriculum. Technology integration has been proven to dynamically strengthen Islamic identity through digital platforms, resulting in an 80% increase in learning motivation among Generation Z, while game-based learning increases literacy by 28%. Policy solutions include: empowering teachers as value filterers, synergy of content supervision (a collaborative role between parents), adoption of Islamic-based AI, and internalization of the tarbiyah-ta'lim-ta'dib trilogy in the national curriculum. The conclusion of this study confirms that the steadfastness of faith can be maintained through ethical technology integration and the reconstruction of responsive education policies. Islamic education can be a holistic solution to the digital era's character crisis by combining spiritual values, digital skills, and technological ethics. Thus, Islamic identity remains relevant and adaptive in the digital age. The originality of this study lies in the combination of social identity theory with the Islamic education paradigm to explain the formation of Islamic identity in the digital space. Due to limitations in secondary data and the lack of empirical field testing, further research using survey methods or case studies is needed to validate the findings