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All Journal Journal of Education and Learning Sciences
M. Nasri Hamang
Universitas Muhammadiyah Parepare
Education

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Developing a Local Wisdom Based Islamic Religious Education Approach to Strengthen Students’ Character in Elementary Schools Suherni Suherni; Amaluddin Amaluddin; Dadang Sumarna; Amir Patintingan; M. Nasri Hamang
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.330

Abstract

This thesis examines: (a) how to design a local wisdom–based Islamic Religious Education (PAI) learning model appropriate for implementation at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency; (b) how the implementation of the model improves students’ understanding and practice of Islamic values; and (c) how effective the model is in improving learning outcomes and strengthening students’ Islamic character. The objectives of this study are: (a) to develop a PAI learning model design based on local wisdom suitable for school use; (b) to describe its implementation in improving students’ understanding and practice of Islamic values; and (c) to evaluate its effectiveness in learning outcomes and character building. This study uses a descriptive qualitative method with a case study approach conducted for three months at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency. Primary data sources include the principal, Islamic Education teachers, classroom teachers, and school staff, while secondary data sources include documents, journals, and literature. Data were collected through observation, interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the local wisdom–based PAI learning model is effective in improving students’ understanding and practice of Islamic values. The integration of Islamic teachings with local cultural values such as mutual cooperation, respect, sharing, and responsibility makes learning more contextual and meaningful. Students become more active through discussions, group work, and social activities. This approach not only improves cognitive achievement but also strengthens Islamic character, including religiosity, discipline, empathy, and social awareness in both school and community life.
The Role of Islamic Religious Education Teachers in Shaping Students’ Religious Character: Evidence from an Indonesian Islamic Elementary School Syamsuriah Syamsuriah; Nur Maallah; M. Nasri Hamang; Andi Fitriani Djollong; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.335

Abstract

This study investigates the role of Islamic Religious Education (IRE) teachers in shaping students’ religious character at Madrasah Ibtidaiyah Negeri (MIN) 1 Enrekang, Indonesia. Religious character development has become a crucial concern in contemporary education due to increasing moral challenges among young learners and the growing influence of digital culture. Employing a descriptive qualitative design, this study collected data through observations, semi-structured interviews, and document analysis involving IRE teachers, school leaders, and students. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and member checking. The findings reveal that IRE teachers perform multidimensional roles as educators, role models, motivators, and spiritual mentors. Through classroom instruction, religious habituation programs, exemplary behavior, and continuous guidance, teachers facilitate the internalization of Islamic values such as honesty, discipline, responsibility, respect, and social concern. The study further identifies several supporting factors, including a religious school culture, institutional commitment, adequate facilities, and parental involvement. However, challenges remain, particularly differences in family backgrounds and the influence of social media and external environments. The study concludes that religious character formation is a collaborative and continuous process requiring strong synergy among schools, families, and communities. These findings contribute to the growing literature on character education and provide practical implications for strengthening religious character development in Islamic elementary schools.
Cultivating Religious Character in Students Through the Storytelling Method About the Morals of the Prophet Muhammad SAW at SDN 88 Loka, Enrekang Regency Pina Pina; Amir Patintingan; Muhammad Nur Maallah; M. Nasri Hamang; Andi Fitriani Djollong
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.379

Abstract

Religious character education has become a strategic priority in elementary education, particularly within Islamic educational contexts where moral values are expected to be integrated into daily learning. Storytelling about the exemplary character of Prophet Muhammad (peace be upon him) is considered an effective pedagogical approach to fostering students' religious values through meaningful and contextual learning experiences. This study aimed to examine the implementation of the storytelling method in cultivating students' religious character at SDN 88 Loka Enrekang, Indonesia. A qualitative case study approach was employed over a three-month period. Data were collected through non-participant observations, semi-structured interviews with the principal and teachers, and document analysis. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through source triangulation and methodological triangulation. The findings revealed that storytelling effectively strengthened students' understanding and practice of religious values, particularly honesty, patience, compassion, responsibility, and justice. Students demonstrated greater engagement in learning and showed positive behavioral changes after participating in storytelling activities. The effectiveness of the method was supported by teachers' enthusiasm, the creative use of visual learning media, and a conducive classroom environment. However, several challenges remained, including limited instructional time, inconsistent implementation across grade levels, and the limited availability of age-appropriate storytelling materials. Overall, the study concludes that storytelling centered on the moral virtues of Prophet Muhammad is an effective strategy for promoting religious character development while simultaneously enhancing students' moral awareness, learning motivation, and social behavior. These findings provide practical implications for strengthening character-based Islamic education in elementary schools.
Co-Authors Amaluddin Amaluddin Amir Patintingan Andi Fitriani Djollong Dadang Sumarna Muhammad Nur Maallah Nur Maallah Pina Pina Suherni Suherni Syamsuriah Syamsuriah