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All Journal Journal of Islamic Education Research
Benny Prasetiya
Ahmad Dahlan Institute of Probolinggo
Religion Humanities Education

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Integrating Islamic Moral Values into Holistic Education: A Systematic Character Development Model in Indonesian Junior High Schools Ifa Maulida; Benny Prasetiya; Muhammad Faizal A Ghanib
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.525

Abstract

This study aims to examine how Islamic moral values are systematically integrated into holistic education through a structured character development model in Indonesian junior high schools. The research focuses on SMP Muhammadiyah 1 and SMP Integral Hidayatullah Probolinggo, two schools that formally embed value-based programs across curricular and extracurricular activities. Employing a qualitative multi-site case study design, data were collected through in-depth interviews with teachers, students, parents, and community representatives, sustained classroom and ritual observations, and document analysis. The data were analyzed using reflexive thematic analysis to identify patterns of moral internalization and contextual influences. The findings reveal four interconnected mechanisms of internalization: (1) classroom-based value reinforcement embedded across subjects; (2) ritualized religious habituation through shalat dhuha, Qur’an recitation, and halaqah mentoring; (3) everyday moral habits shaped by peer influence; and (4) cross-context reinforcement among school, family, and community. The study also identifies three forms of student resistance: silent compliance, moral fatigue, and peer counter-culture. The novelty of this research lies in operationalizing a layered and ecological character development model that integrates curricular, ritual, social, and contextual dimensions within a unified framework. The study contributes theoretically by bridging integrative-curricular, habitualization, experiential, and ecological approaches, and practically by offering a replicable model for sustainable Islamic moral education at the secondary school level.
Integrating Spiritual and Moral Development Through the Tahfidz Program: A Holistic Educational Model Bail Miya Turrohma; Benny Prasetiya; Anirut Nuplord
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.527

Abstract

This study aims to examine the implementation of the tahfidz program at Al Amri Islamic Boarding School, Probolinggo, as a holistic educational model that integrates spiritual formation, moral cultivation, emotional resilience, and disciplined memorization practices. The research addresses the gap in existing studies that often treat Quran memorization as a cognitive activity without systematically analyzing its multidimensional character-building functions. Employing a qualitative field research design, data were collected through participatory observations, in-depth semi-structured interviews with students, teachers, and administrators, and institutional document analysis. The data were analyzed using reflexive thematic analysis supported by methodological and source triangulation. The findings reveal that structured daily routines, meaning-based memorization, intensive mentoring (riāyah ṭ-ṭullāb), and quality-oriented evaluation significantly enhance memorization stability, emotional regulation, moral awareness, and spiritual depth. Discipline and responsibility gradually shift from external enforcement to internal self-regulation, strengthened by peer mentoring and communal culture. However, academic workload, mental fatigue, and fluctuating motivation remain challenges affecting memorization consistency. The novelty of this study lies in conceptualizing tahfidz as a holistic pedagogical framework that integrates cognitive mastery with spiritual–moral transformation and psychosocial support. This study contributes theoretically by expanding Islamic educational discourse on holistic character formation and practically by offering a structured model for designing sustainable, spiritually grounded tahfidz programs.
Digital Media Use and the School Environment as Predictors of Students’ Learning Interest in Islamic Education Andini Afiatus Sholehah; Benny Prasetiya; Abebe Tewachew
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.530

Abstract

This study investigates the extent to which digital media use and the school environment predict students’ learning interest in Islamic Education. Amid the rapid expansion of technology-supported learning, understanding how digital media and school contexts shape student engagement has become increasingly important, particularly in faith-based education. Employing a quantitative research design, data were collected using a validated and reliable questionnaire administered to all 103 students of Integrated Islamic junior high school (SMP IT Permata Probolinggo, Indonesia) through saturated sampling. Multiple linear regression analysis was applied to examine both partial and simultaneous effects. The findings indicate that digital learning media (p = 0.003; t = 3.018) and the school environment (p = 0.005; t = 2.873) each have a significant positive effect on students’ learning interest. Simultaneously, both variables significantly predict learning interest (p = 0.000), with an R² value of 0.660, indicating that 66% of the variance in learning interest is explained by the two predictors. These results provide empirical evidence that the integration of interactive digital media and a supportive school environment plays a crucial role in enhancing students’ engagement in Islamic Education. This study contributes to the literature on digital learning in faith-based schools by offering quantitative evidence from Indonesia’s Integrated Islamic School context and highlights the importance of optimizing technology use alongside conducive learning environment.
Co-Authors Abebe Tewachew Andini Afiatus Sholehah Anirut Nuplord Bail Miya Turrohma Ifa Maulida Muhammad Faizal A Ghanib