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All Journal Cultura Islamica: Journal of Islamic Studies, Management, and Culture Reflektika
Andelina Damayanti
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Socio-Demographic Impacts on Islamic Character Education: A Comparative Study of Madrasah Aliyah Students in Urban and Rural Areas Suci Amellia; Maria Noor; Nadya Ranialini; Pitra Gosha Patriasya; Andelina Damayanti
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 1 No. 2 (2025): December 2025 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v1i2.330

Abstract

This study examines the socio-demographic impacts on Islamic character education among Madrasah Aliyah students, comparing urban and rural environments in Lampung Province, Indonesia. The aim of this study is to explore how social, economic, and cultural backgrounds influence students' understanding and internalization of religious moderation in character education. Data were collected through direct classroom observations, in-depth interviews with students, teachers, and madrasah principals, as well as document analysis from four selected madrasahs: Madrasah Aliyah Negeri (MAN) 2 Bandar Lampung and MA Al-Utrujiyyah in urban areas, and MAN 1 Pesawaran and MA Darul Huda in rural areas. A qualitative approach with a descriptive phenomenological design was used to analyze the differences in students' understanding of religious moderation between urban and rural areas. The findings show that students in urban areas, with broader access to information and exposure to diverse cultures, exhibit a more inclusive and dynamic understanding of Islamic values such as tolerance and diversity. In contrast, students in rural areas, who are more reliant on traditional teachings and have limited access to external information, tend to have a more rigid understanding of Islamic teachings. These differences highlight the importance of adapting Islamic character education to the socio-demographic context in both urban and rural environments. This study contributes to the development of an inclusive Islamic character education model that supports religious moderation and social harmony across various environments.
Character Building Strategies in Vocational Schools: The Contribution of PAI and Character Education Teachers to Student Character Dina Safitri Yuri; Samima Nasrin; Andelina Damayanti; Amilia Mariam Ulfa; Salsabila Ariyani
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.368

Abstract

This study examines the role of PAI and Character Education teachers in the development of student character in vocational schools, specifically at SMK Negeri 1 Terusan Nunyai Lampung Tengah. Using a descriptive qualitative approach, this study explores how the pedagogical role of teachers contributes to the development of students' moral and ethical values. The study highlights the strategies employed by teachers in instilling values such as discipline, responsibility, and social care, as well as the challenges faced in character development in vocational schools. The findings show that character development is more effective when teachers integrate religious and moral values into the curriculum and reinforce behavior through consistent school routines such as religious activities and extracurricular programs. The role of the teacher is not limited to teaching content, but also as a moral guide, role model, and facilitator of a positive school culture. The study identifies key supporting factors such as school support, communication between teachers and students, and the consistency of religious programs, as well as barriers from the influence of social environments and media. This study contributes to the understanding of how vocational schools can effectively integrate character education into academic programs and provides practical recommendations to improve teaching strategies in PAI and Character Education.
THE MAKE A MATCH MODEL AT THE COGNITIVE LEVEL OF ANALYZING (C4): HOW DOES IT CONTRIBUTE TO LEARNING OUTCOMES? Andelina Damayanti; Syaiful Anwar; M. Indra Saputra; Baharudin Baharudin
Reflektika Vol. 20 No. 2 (2025)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v20i2.2478

Abstract

Ideally, Islamic Religious Education (IRE) should develop students’ analytical thinking skills at the C4 cognitive level. However, the learning process at SMA Negeri 1 Abung Semuli is still dominated by monotonous lecturing, resulting in low student engagement, difficulty in analyzing religious concepts, and an inability to relate the material to real-life contexts. This situation leads to low learning outcomes, particularly on tasks that require analytical skills. Based on these issues, this study aims to examine the effectiveness of the Make-a-Match type of Cooperative Learning in improving PAI learning outcomes, specifically in the C4 cognitive domain. The study employed a quantitative approach with involving two Grade X classes: an experimental class that received the Make-a-Match treatment and a control class that was taught using conventional methods. The learning outcome test instrument consisted of 15 questions that were validated and tested for reliability, and subsequently used in both pre-tests and post-tests. Data were analyzed using normality and homogeneity tests, Mann–Whitney, and independent t-tests according to the data distribution characteristics. The results indicated a significant difference between the experimental and control classes. The Mann–Whitney test yielded a significance value of 0.012, while the independent t-test yielded 0.013 (< 0.05), indicating that the Make-a-Match model has a positive effect on improving students’ learning outcomes. The card-matching activities encouraged students to analyze, compare concepts, and identify material relationships more critically, thereby enhancing C4-level abilities. In conclusion, the Make-a-Match type of Cooperative Learning is effective in improving PAI learning outcomes, particularly students’ analytical skills. This model is recommended as an innovative and interactive instructional strategy to enhance the quality of PAI learning in senior high schools
Co-Authors Amilia Mariam Ulfa Baharudin Baharudin Dina Safitri Yuri M. Indra Saputra Maria Noor Nadya Ranialini Pitra Gosha Patriasya Salsabila Ariyani Samima Nasrin Suci Amellia Syaiful Anwar