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All Journal Union: Jurnal Ilmiah Pendidikan Matematika IJoReSCo
Shahzadi Hina Sain
Beaconhouse National University
Religion Arts Humanities Education Mathematics Social Sciences

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Thomas Lickona’s Comprehensive Character Education Model and Its Relevance to the Islamic Education Curriculum: A Study of SD Plus Rahmat in Kediri Khorida Ubaidatus Syarifah; Kuni Rofi’atunnisa’; Moh Izza Romadhon; Shahzadi Hina Sain
International Journal of Religion and Social Community Vol. 4 No. 1 (2026): March
Publisher : Postgraduate Program, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v4i1.3636

Abstract

This article examines the implementation of Thomas Lickona’s comprehensive character education model and its relevance to the Islamic Education curriculum at SD Plus Rahmat Kediri. The research employs a qualitative approach through literature review and field data collection, comprising document analysis, in-depth interviews with the headteacher and teachers, and observation of learning activities and character programmes. The analysis was conducted thematically by grouping the findings into three main pillars, namely moral knowing, moral feeling, and moral action, and relating them to the principles of Islamic ethics. The research findings indicate that the school successfully implemented the Lickona model through religious habit formation, teacher role modelling, a structured school culture, and collaboration with parents, thereby developing pupils’ moral competencies cognitively, affectively, and behaviourally. The novelty of this study lies in the development of an integrative model that combines the Lickona framework with Islamic ethical values through a school-culture-based approach. This study offers a contextual and practical implementation model to strengthen character education grounded in religious values in primary schools.
Analysis of mathematical problem-solving processes of Islamic religious education students on zakat material with low numeracy literacy Chintia Putri Wulandari; Lovi Leoni; Elya Yudiasfira; Shahzadi Hina Sain
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21665

Abstract

This study examines the mathematical problem-solving processes of Islamic Religious Education (IRE) students in solving zakat-related problems from the perspective of low numeracy literacy. Numeracy literacy is essential because it enables students to interpret quantitative information and apply mathematical reasoning in religious contexts such as zakat, which requires both conceptual understanding and accurate calculation. However, many IRE students experience difficulties in solving zakat problems, particularly at low levels of numeracy literacy. This research employed a descriptive qualitative design involving 29 IRE students, one of whom, a student with low numeracy literacy, was selected for in-depth analysis. Data were collected through written tests, observations, and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing, with triangulation applied across the data sources. The findings reveal that students with low numeracy literacy tend to approach problems mechanically by directly applying the 2.5% zakat rule without adequately understanding the context, interpreting data, or constructing appropriate mathematical models. Their problem-solving processes show weaknesses across all stages, including limited planning, inaccurate modeling, and a lack of evaluation and reflection. These results indicate that low numeracy literacy affects not only the accuracy of solutions but also the overall thinking process. Therefore, integrating mathematical modeling, structured problem-solving stages, and reflective evaluation in zakat instruction is essential for fostering meaningful and contextual learning. This study contributes a process-oriented account of how low numeracy literacy constrains contextual interpretation, mathematical modeling, and reflective evaluation in zakat problem solving, thereby providing an empirical basis for integrating numeracy development into religious education.
Co-Authors Chintia Putri Wulandari Elya Yudiasfira Khorida Ubaidatus Syarifah Kuni Rofi’atunnisa’ Lovi Leoni Moh Izza Romadhon