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All Journal EDUJAVARE: International Journal of Educational Research
Muhammad Naim
University of Muhammadiyah Parepare
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Islamic Religious Education Teachers in Instilling Spiritual Intelligence in Students of SDN 006 Bontang Utara Janawati; Amir Patintingan; Muhammad Naim; Suredah Hamid
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1517

Abstract

Spiritual intelligence is essential to be cultivated in students from an early age, as external influences may weaken the inner dimensions of children. Islamic Religious Education (PAI) teachers carry professional and moral responsibilities in forming students' spiritual intelligence. This study aims to describe the role of PAI teachers in instilling spiritual intelligence, analyze the strategies employed, and identify supporting and inhibiting factors at SDN 006 Bontang Utara. The study employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. Data analysis followed the steps of data reduction, data display, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that PAI teachers play a strategic role as role models, prayer mentors, spiritual motivators, organizers of religious activities, and communicators with parents. Strategies implemented include religious practice routines, storytelling, self-reflection, moral reinforcement, and collaboration among teachers and parents. Key supporting factors are teacher role modeling, school religious culture, and consistent religious habituation, while inhibiting factors include digital environment influence, limited PAI time, and insufficient spiritual guidance at home. These findings emphasize that developing spiritual intelligence requires continuous, structured, and comprehensive synergy among teachers, students, families, and the social environment.
The Role of Islamic Religious Education in Shaping the Character of Elementary School Students in the Digital Era: A Case Study at SDN 010 Bontang Utara Nurully Kesuma Ningrum; St. Nurhayati Ali; Dadang Sumarna; Muhammad Naim; Nasir. S
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1583

Abstract

The rapid advancement of digital technology has the potential to erode the character and morality of elementary school students through exposure to negative content on social media, particularly when not counterbalanced by a strong foundation of Islamic Religious Education (IRE). This study aims to analyze the role of IRE in shaping students' character, to identify shifts in student character in the digital era, and to explore students' experiences in participating in IRE learning at SDN 010 Bontang Utara. This study employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, IRE teachers, homeroom teachers, students, parents, education staff, and the school committee, and documentation study. Data were analyzed through data reduction, data display, and conclusion drawing, with trustworthiness established through credibility, transferability, dependability, and confirmability. The results indicate that IRE at SDN 010 Bontang Utara has contributed meaningfully to instilling values of honesty, responsibility, patience, empathy, and humility through methods adapted to grade levels, ranging from habituation and modelling in lower grades to reflective-dialogical approaches in upper grades. However, its effectiveness is still constrained by intense exposure to negative digital content, which triggers character shifts such as the use of coarse language, declining manners, and digital bullying, particularly among upper-grade students. Students' learning experiences of IRE are generally positive, yet a gap remains between instructional content and the digital realities students face daily. This study recommends strengthening a more contextual, adaptive, and digitally literate approach to IRE grounded in Islamic values, alongside closer synergy among teachers, parents, and the school ecosystem as a moral safeguard for the digital generation.
Social Competence of Islamic Religious Education Teachers in Shaping the Honest Character of Elementary School Students Syamsuriani; Muhammad Naim; M Nasri Hamang; Rosmiati Ramli
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1637

Abstract

This study is grounded in the persistence of dishonest behavior among elementary school students, such as cheating, concealing mistakes, and manipulating information, while the social interaction of Islamic Religious Education (PAI) teachers has not been fully dialogic, empathetic, and well directed. This study aims to describe the level of PAI teachers' social competence, analyze the process of shaping students' honest character, identify supporting and inhibiting factors, and formulate the role of PAI teachers' social competence in shaping students' honest character at SDN 002 North Bontang. This research employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, homeroom teachers, PAI teachers, and fourth-to-sixth grade students, as well as documentation study. Data were analyzed through data reduction, data display, and conclusion drawing, with validity tested through credibility, transferability, dependability, and confirmability. The findings show that PAI teachers' social competence is reflected in five dimensions: communicative, collaborative, adaptive, participatory, and relational abilities. These dimensions significantly contribute to shaping students' honesty in speech, action, learning, trustworthiness, and awareness of divine supervision. The main supporting factors include teacher role modeling, principal support, parental collaboration, and students' spiritual awareness, while inhibiting factors include limited time, peer influence, and digital-era challenges. This study affirms that strengthening honest character requires sustained synergy among schools, teachers, and families.
Implementation of Islamic Values-Based Deep Learning Approach in Natural and Social Science Learning in Elementary Schools Siti Mahmudah; Raya Mangsi; H. M. Nasir S; Muhammad Naim
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1750

Abstract

This study is grounded in the importance of implementing a deep learning approach within the Merdeka Curriculum, which emphasizes not only conceptual mastery but also character formation, spiritual awareness, and meaningful learning experiences, particularly in Natural and Social Sciences (IPAS) instruction at the elementary level. This study aims to describe the planning, implementation, and evaluation of IPAS learning through a deep learning approach grounded in Islamic values, to analyze the forms and processes of integrating Islamic values into that learning, and to examine its impact on students' learning experiences, conceptual understanding, and Islamic character formation at SDN 003 North Bontang. A qualitative case-study approach was employed. Data were gathered through observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldana comprising data condensation, data display, and conclusion drawing, with validity established through source, technique, and time triangulation as well as member checking. The findings show that deep learning was implemented systematically through the preparation of Deep Learning Lesson Plans (RPPM), the application of Problem Based Learning and Inquiry/Discovery Learning strategies, and meaningful reflection grounded in Islamic values; the integration of tawhid and akhlak values occurred at every stage of learning, from apperception to reflection, across the topics of the water cycle, light, the respiratory system, environmental preservation, and cultural heritage; and this implementation positively affected students' engagement, enthusiasm, conceptual understanding, problem-solving ability, and the strengthening of Islamic character traits such as responsibility, care, cooperation, tolerance, and gratitude. This study concludes that a deep learning approach grounded in Islamic values can produce IPAS instruction that is more meaningful, contextual, and reflective, and oriented toward the intellectual, spiritual, and character development of students.
Co-Authors Amir Patintingan Dadang Sumarna H. M. Nasir S Janawati M Nasri Hamang Nasir. S Nurully Kesuma Ningrum Raya Mangsi Rosmiati Ramli Siti Mahmudah St. Nurhayati Ali Suredah Hamid Syamsuriani