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All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) Journal of Contemporary Islamic Education
Muhammad Sulistiono
Universitas Islam Malang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Fostering Students’ Religious Character through the Dhamysoga Character Camp Co-Curricular Program Khoridatul Masruroh; Muhammad Sulistiono; Dian Mohammad Hakim
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

Religious character development has become an important concern in contemporary education, particularly in response to moral challenges and the need to strengthen students’ values beyond academic achievement. Schools are therefore required to implement innovative educational programs that facilitate the internalization of religious values through meaningful learning experiences. This study aims to analyze the implementation of the Dhamysoga Character Camp (DCC) co-curricular program and its role in fostering students’ religious character at State Senior High School 5 Malang. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings reveal that DCC is implemented through systematic planning, active student involvement, community-based activities, religious practices, and reflective sessions. The program integrates experiential learning through three interconnected components: active student participation, social interaction and community service, and reflective processes. These components enable students to internalize religious values through direct experience, meaningful social engagement, and spiritual reflection. As a result, DCC contributes to the development of students’ religious character by fostering religious awareness, responsible behavior, empathy, and social responsibility in a conscious and sustainable manner. The study concludes that DCC represents an experiential learning-based model of religious character education that effectively integrates personal, social, and spiritual dimensions within a co-curricular setting.
MULTICULTURAL SCHOOL CULTURE: MEDIA TO INSTILL THE VALUES OF RELIGIOUS MODERATION IN PRIMARY SCHOOLS Fita Mustafida; Muhammad Sulistiono; Abd. Gafur
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.808

Abstract

Multicultural school culture plays an important role in shaping the character of tolerant and moderate students in the midst of diversity. This study aims to analyze the cultural forms of multicultural schools that support the cultivation of religious moderation values in elementary schools. A qualitative approach with case study types is used to produce comprehensive research. Data collection techniques used participant observation, in-depth interviews, and documentation. The results of the study show that there are three main forms of multicultural school culture that contribute to instilling the value of religious moderation, namely: (1) democratic culture; provide space for student participation, deliberation, and procedural justice; (2) positive social culture; building relationships based on trust, mutual respect, and solidarity; and (3) child-friendly culture; ensuring physical, psychological, and social security as a prerequisite for active participation. These three cultures complement each other and form an inclusive-multiculturalist education ecosystem, so that a multicultural value-based school culture is important as a systemic and transformative strategy in an effort to implement character education to strengthen religious moderation for elementary school students. This paper recommends strengthening school policies that support the systematic and collaborative implementation of multicultural culture between schools, families, and communities for the development of multicultural school culture as a medium to strengthen religious moderation. These findings are expected to be a reference for the development of multicultural education models and the strengthening of effective religious moderation, especially at the basic education level.
Co-Authors Abd. Gafur Dian Mohammad Hakim Fita Mustafida Khoridatul Masruroh