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

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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.
Implementation of Thematic Learning in Islamic Religious Education to Increase the Understanding of Spiritual Values of Elementary School Students Muhammad Afit Imran; Abdul Halik; Dadang Sumarna
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.1768

Abstract

Islamic Religious Education (IRE) in elementary schools is often taught conventionally with an emphasis on memorization, so that students' understanding of spiritual values tends to remain cognitive and has not yet been internalized into daily attitudes. This study aims to analyze the implementation of thematic learning in IRE, identify the spiritual values developed, and reveal its supporting and inhibiting factors at UPT SDN 74 Bolang, Enrekang Regency. The study used a qualitative approach with an intrinsic case study design, conducted from October 2025 to January 2026. Data were collected through observation, in-depth interviews with the principal, the IRE teacher, and homeroom teachers of grades I-VI, and documentation, then analyzed using the Miles and Huberman interactive model (data reduction, data display, and conclusion drawing) and validated through prolonged engagement, persistence of observation, and source triangulation. The results show that thematic learning effectively connects religious teaching with students' real experiences through themes of family, social life, and responsibility, so that the values of honesty, compassion, and responsibility began to appear in students' behavior both at school and at home. Key supporting factors include teacher collaboration, flexible school policy, and parental involvement, while inhibiting factors include limited instructional time, insufficient reinforcement of values at home, and the negative influence of social media. This study contributes a contextual thematic IRE learning model suited to the socio-cultural characteristics of the Enrekang community, serving as a reference for developing similar learning in other elementary schools.
Integration of Islamic Religious Education Values in Physical Education, Sports, and Health Learning to Improve the Honesty Character of Elementary School Students Aryanti Puspita Sari; Abdul Halik; Dadang Sumarna; St. Wardah Hanafieh Das
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.1769

Abstract

Honesty is a fundamental character value underlying the moral development of elementary school students. However, dishonest behaviors such as cheating, failing to admit mistakes, and unsportsmanlike conduct are still frequently observed in learning activities, including in Physical, Sport, and Health Education (PJOK). This study aims to describe the forms of integration of Islamic Religious Education (PAI) values into PJOK learning, to identify students' honesty character, and to analyze the contribution of this integration to strengthening students' honesty at SDN 003 Bontang Utara. A qualitative approach with a case study design was employed. Data were collected through observation, semi-structured interviews with the principal, the PAI teacher, the PJOK teacher, and students in grades III and V, as well as documentation studies, and were analyzed using the Miles, Huberman, and Saldana interactive model, consisting of data management, data reduction, data display, case analysis, and conclusion drawing and verification. Data validity was ensured through source triangulation, method triangulation, persistent observation, and prolonged engagement. The findings indicate that PAI values were systematically integrated through habitual prayer before and after lessons, teacher modeling, reinforcement of sportsmanship and fair play, and were supported by a religious school culture including congregational Dhuha prayer and Qur'an recitation. Students' honesty developed across six dimensions: honesty toward oneself, peers, teachers, parents, academic conduct, and toward Allah, although some students still experienced internal barriers such as fear and shame in admitting mistakes. The integration of PAI values into PJOK learning is shown to positively contribute to strengthening elementary students' honesty character, while also offering a collaborative and contextual integration model for character education grounded in Islamic values.
Co-Authors Abdul Halik Aryanti Puspita Sari Muhammad Afit Imran Muhammad Naim Nasir. S Nurully Kesuma Ningrum St. Nurhayati Ali St. Wardah Hanafieh Das