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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar YASIN: Jurnal Pendidikan dan Sosial Budaya
Lailan Najmi
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IMPLEMENTASI STRATEGI PEMBELAJARAN INTEGRATIF BERBASIS MICRO-CULTURE ISLAMI DALAM INTERAKSI KELAS: STUDI KASUS KONTEKSTUAL DI SEKOLAH ISLAM TERPADU Laila Kamilatu Rahmi; Lailan Najmi; Fadriati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55271

Abstract

This study aims to analyze and describe the implementation of an integrative learning strategy based on Islamic microculture in classroom interactions at Mutiara Hati Integrated Islamic School, Payakumbuh. This research is motivated by the suboptimal integration of Islamic values ​​into learning practices, which are often symbolic and do not address the micro-interaction dimension in the classroom. The study used a qualitative approach with a phenomenological method. Data were collected through classroom observations, in-depth interviews, and analysis of learning documents. Then, they were analyzed using data reduction, data presentation, and triangulation techniques. The results indicate that the implementation of the integrative learning strategy is carried out through three main stages: planning, implementation, and strengthening school culture. Classroom interactions serve as the primary space for the formation of Islamic microculture through habituation, role modeling, and communication of values. The findings also indicate that school culture functions as a hidden curriculum that strengthens the internalization of values ​​on an ongoing basis. Despite obstacles such as student heterogeneity and time constraints, institutional support and a religious environment are key factors in success. This study confirms that a microculture-based approach to classroom interactions is effective in shaping students' character holistically.
Pemahaman Guru Pendidikan Agama Islam terhadap Istilah Tarbiyah, Ta‘lim, dan Ta’dib dalam Praktik Pembelajaran Darlina Nuralisyarifah Marzuki; Lailan Najmi; Jamilus Jamilus
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8488

Abstract

Although the concepts of tarbiyah, ta‘lim, and ta’dib have been widely discussed in Islamic education studies, research that specifically examines Islamic Religious Education teachers’ understanding of these three concepts and their implications for classroom instructional practice remains relatively limited. This study aimed to explore Islamic Religious Education teachers’ understanding of the terms tarbiyah, ta‘lim, and ta’dib and how this understanding is manifested in their teaching practice. The study employed a qualitative approach with a field study design involving ten Islamic Religious Education teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were then analyzed using thematic analysis. The findings indicate that Islamic Religious Education classroom practice remains dominated by a ta‘lim-oriented approach that focuses on content delivery and cognitive achievement, whereas the concept of tarbiyah is more often understood implicitly as the cultivation of religious attitudes and habits, and ta’dib tends to be reduced to general etiquette or politeness. These results reveal a gap between the normative concepts of Islamic education and pedagogical practice in formal schools and provide an empirical contribution to the development of contemporary Islamic education studies. The study concludes by underscoring the importance of integrating tarbiyah, ta‘lim, and ta’dib holistically within Islamic Religious Education instruction and recommends strengthening teachers’ conceptual competence through continuous professional development programs to improve instructional quality and the formation of adab and student character.
Co-Authors Darlina Nuralisyarifah Marzuki Fadriati Fadriati Jamilus Jamilus Laila Kamilatu Rahmi