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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Genderang Asa: Journal of Primary Education
Diah Pahmasari Harahap
Universitas Islam Negeri Sunan Kalijaga
Education Other

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The Role Of Parents In Instilling Islamic Character In Children Diah Pahmasari Harahap; Annisaturrahmi
Genderang Asa: Journal of Primary Education Vol. 7 No. 1 (2026): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v7i1.7432

Abstract

Islamic character education within the family plays a strategic role in shaping children’s moral and spiritual development amid the challenges of modern life, particularly rapid digitalization and changing parenting patterns. Parents, as the first and primary educators, bear significant responsibility in instilling Islamic values through role modeling, habituation, and daily interactions. This study aims to systematically examine the role of parents in instilling Islamic character in children, the strategies employed, and the challenges encountered in contemporary contexts.This study employs a literature review method with a qualitative descriptive approach. The data sources consist of nationally accredited SINTA journals, reputable international journals, scholarly books, and relevant academic documents published between 2015 and 2024. Data were collected through a systematic literature search across several academic databases and analyzed using content analysis techniques, including data reduction, data presentation, and thematic conclusion drawing.The findings indicate that the parental role in instilling Islamic character in children encompasses five main dimensions: role modeling (uswah hasanah), habituation of worship practices, value-based communication, digital supervision and parenting, and emotional–spiritual support within the family. Parental role modeling and worship habituation emerged as the most influential factors in shaping children’s character. Furthermore, digital challenges require parents to adopt adaptive and dialogical Islamic parenting strategies. This study concludes that Islamic character education within the family requires a holistic approach that integrates behavioral, habitual, emotional, and spiritual dimensions simultaneously. The findings are expected to contribute theoretically to Islamic education studies and practically to guide parents in fostering Islamic character in children in the modern era.
The Experience of Students of the Sultan Agung Private Madrasah Ibtidaiyah in Learning Civic Education on the Formation of Democratic Character Diah Pahmasari Harahap; Alamudin Haqi; Preti Ifrigil Firginia; Dewi Atma Junira; Khamim Zarkasih Putro
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6401

Abstract

This study aims to examine the experience of students of private madrasah ibtidaiyah (MIS) Sultan Agung, Depok District, Sleman Regency, Special Region of Yogyakarta Province, in learning Civic Education and how these experiences are interpreted in the formation of democratic character. The research uses a qualitative approach with a phenomenological design, which focuses on the subjective experience of students in interpreting democratic values experienced during the learning process at MIS Sultan Agung, Depok District, Sleman Regency. Data was collected through in-depth interviews and reflection on students' experiences, then analyzed thematically using phenomenological analysis stages to find the essence of the learning experience in madrasah. The results of the study show that MIS Sultan Agung students of Depok District interpret Civic Education learning as a starting space to experience democratic practices through active participation, dialogue, and joint decision-making. Democratic values such as openness, tolerance for differences, collective responsibility, and awareness of process fairness are formed through the experience of social interaction in the classroom. The role of teachers as learning facilitators is a key factor in opening or limiting the democratic space in learning. In addition, the process of reflection on experience strengthens the internalization of democratic values so that it has an impact on the attitude of MIS Sultan Agung students, Depok District, Sleman Regency outside the classroom context. This study concludes that the formation of the democratic character of MIS Sultan Agung students is highly determined by the quality of the learning experience they experience in Civic Education learning. Learning Civic education that is oriented to experience, participation, and reflection has great potential in shaping a contextual and sustainable democratic character in madrasah.
Co-Authors Alamudin Haqi Annisaturrahmi Dewi atma junira Khamim Zarkasih Putro Preti Ifrigil Firginia