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All Journal Prima Magistra: Jurnal Ilmiah Kependidikan MANDALA WIDYA: Jurnal Ilmu Pendidikan
Baiq Mulianah
Universitas Nahdlatul Ulama Nusa Tenggara Barat, Mataram, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Rekonstruksi Pendidikan Agama Islam Berbasis Kearifan Lokal dalam Penguatan Karakter dan Moderasi Beragama di Era Disrupsi Baiq Mulianah; Budi Hardjono; Junaidi Junaidi; Ahmad Munir Ardiansyah
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.183

Abstract

The era of digital disruption has brought significant changes to the practice of Islamic Religious Education (IRE), leading to a shift in educational orientation from character formation toward the dominance of normative knowledge transmission. This condition has generated serious challenges, including the weakening of value internalisation, a crisis of character, and declining sensitivity to local cultural contexts within religious education. This article aims to formulate a model for reconstructing Islamic Religious Education based on local wisdom to strengthen character development and religious moderation in the era of disruption. The study employs a qualitative approach with an ethnographic design, utilising observation, in-depth interviews, and documentation, and is analysed thematically and interpretively within a socio-cultural framework. The findings indicate that local wisdom plays a strategic role as both an epistemic medium and a form of social praxis in the internalisation of Islamic values that are contextual, inclusive, and sustainable. The reconstruction of Islamic Religious Education based on local wisdom enables the integration of cultural values, the formation of moderate character, the strengthening of economic self-reliance, and the use of arts and local traditions as media for value-based education. This article proposes a conceptual model of Islamic Religious Education reconstruction grounded in four integrative pillars: Islamic Religious Education as the transmission of cultural values, the strengthening of character and religious moderation, economic literacy and self-reliance, and adaptability to digital disruption. This model affirms that Islamic Religious Education must be developed holistically and contextually in order to remain relevant as value-based education that responds to contemporary change without losing its cultural roots and Islamic values.
INTEGRATION OF ISLAMIC ECONOMIC VALUES INTO IRE-BASED CHARACTER EDUCATION: A STUDY OF STUDENTS AT PRIVATE UNIVERSITIES IN MATARAM Baiq Mulianah; Dewi Puspita Ningsih; Ahmad Fauzan; Galih Suryadmaja; Lalu Rohadi Rahman
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.7874

Abstract

This study examines the integration of Islamic economic values into character education within Islamic Religious Education (IRE) among students at private universities in Mataram, Indonesia. It responds to the need to move character education beyond normative religious instruction by connecting Islamic teachings with ethical economic awareness and students’ everyday practices. Using a qualitative case study design, data were collected from lecturers, students, curriculum documents, and classroom learning activities through in-depth interviews, participant observation, and document analysis. The data were analyzed thematically through coding, categorization, and interpretation to identify patterns of value integration. The findings show that honesty, trustworthiness (amanah), justice, responsibility, and economic self-reliance are integrated through contextual, reflective, and transformative learning strategies. These strategies link Islamic economic principles with students’ lived experiences, including consumption ethics, financial responsibility, entrepreneurship, and social concern. The integration is strengthened by lecturers’ moral exemplarity, curriculum design, and an academic environment that supports value internalization. The study concludes that IRE-based character education becomes more effective when Islamic values are embodied as ethical practices rather than transmitted as abstract norms. It contributes to an integrative model of Islamic character education in higher education.
Co-Authors Ahmad Fauzan Ahmad Munir Ardiansyah Budi Hardjono Dewi Puspita Ningsih Junaidi Junaidi Lalu Rohadi Rahman Suryadmaja, Galih