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All Journal Edukasi Islami: Jurnal Pendidikan Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Hamdanah Hamdanah
Universitas Islam Negeri Palangka Raya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Islamic Ethics as the Foundation for Science and Technology Education in Elementary Schools: A Case Study at SDN Paduran Sebangau 2 Muhamad Abdul Anam; Hamdanah Hamdanah; Normuslim Normuslim
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.423

Abstract

This study aims to analyze how Islamic ethics are operationalized as the foundation of science and technology education at SDN Paduran Sebangau 2. This study employs a qualitative approach using an intrinsic case study design through in-depth interviews, participatory observation, and analysis of learning documents. Informants included the school principal, classroom teachers, Islamic education teachers, and upper-grade students. Data analysis was conducted thematically using source and method triangulation to ensure the credibility of the findings. The results indicate that Islamic ethics are systematically integrated from the lesson planning stage, actualized in STEM pedagogical practices, internalized into students’ digital ethical awareness, transmitted through teachers’ exemplary behavior, and reinforced by the school culture. Values such as trustworthiness, honesty, responsibility, and the common good are translated into concrete pedagogical indicators in the use of technology in the classroom. These findings affirm a shift from a value-neutral STEM learning paradigm toward value-driven learning, where science and technology are understood as tools for character development. This study contributes theoretically to the integration of Islamic ethics, character education, and digital citizenship, and practically demonstrates an implementable model of value-based STEM education in elementary schools.
INTEGRATION OF ISLAMIC RELIGIOUS EDUCATION BASED ON LOCAL WISDOM: A MULTIETHNIC CASE STUDY AT STAI KUALA KAPUAS Arbainsyah Arbainsyah; Hamdanah Hamdanah; Normuslim Normuslim; Olis Olis
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10281

Abstract

Background: The integration of local wisdom in Islamic Religious Education (PAI) is an important issue in the context of a multiethnic society so that religious learning is not merely normative, but also contextual to the socio-cultural realities of students. Various studies have made important contributions in examining the integration of local wisdom in Islamic Religious Education learning at the elementary and secondary levels of education, while studies on the practice of such integration in the context of multiethnic universities still open up wider scope for study. Purpose of the Study: This article aims to analyze the form and process of integration of local wisdom values ​​of the Dayak, Banjarese, and Javanese ethnic groups in PAI learning at the Sekolah tinggi Agama Islam Kuala Kapuas and identify its implications for students' religious understanding. Methods: The study used a qualitative approach with a multiethnic case study design. Data were collected through in-depth interviews, observations, and documentation studies of five informants consisting of PAI lecturers, students, academic leaders, and community leaders with purposive sampling techniques, then analyzed using an interactive analysis model. Results: The results indicate that the integration of local wisdom is carried out through linking the concepts of Islamic teachings (PAI) with local cultural values, such as the philosophy of Huma Betang, the value of togetherness (baimbai), and the ethics of politeness in the learning process. Findings from interviews with five participants show that these principles serve as a meeting point for shared cultural understanding ​​that strengthen inclusive and moderate religious understanding in a multi-ethnic university environment. Conclusions: The pluralist-assimilationist approach empowers students not only to preserve their original cultural identity but also to assimilate Islamic culture in achieving an effective and sustainable multicultural education paradigm.
Co-Authors Arbainsyah Arbainsyah Muhamad Abdul Anam Normuslim Normuslim Olis Olis