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All Journal International Journal of Educatio Elementaria and Psychologia
Mufatihatut Taubah
Universitas Islam Negeri Sunan Kudus
Education Other

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INTEGRATING QUR’ANIC AND HADITH VALUES IN PRIMARY CIVIC EDUCATION: IMPLEMENTATION, CHALLENGES, AND SHALIH–MUSLIH Syaicha Akmala; Mufatihatut Taubah
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.2990

Abstract

Character education plays a crucial role in responding to contemporary challenges such as declining integrity and weakening social cohesion. This study aims to examine teachers’ understanding of social and civic values rooted in the Al-Qur’an and Hadith and to explore how these values are implemented in the teaching and learning process at the elementary school (SD/MI) level. In addition, the study investigates the challenges and future prospects of developing Shalih–Muslih character among students. A descriptive qualitative approach was employed, with data collected through semi-structured interviews involving two elementary school classroom teachers. The findings reveal that teachers perceive social and civic values as shared responsibilities and moral obligations grounded in the Islamic principle of ta’awun, as stated in QS. Al-Maidah verse 2. The implementation of these values is primarily carried out through role modeling, habituation, and authentic action-based learning activities, which encourage positive attitudes and active student participation. However, the integration of social and civic values in learning faces several challenges, including differences in emphasis between religious and general curricula and the limited application of holistic pedagogical approaches. Despite these constraints, teachers recognize significant opportunities to strengthen character education through curriculum integration and improved instructional strategies. This study concludes that Islamic education should aim to develop students who are Shalih (spiritually virtuous) and Muslih (socially transformative), enabling them to contribute positively to social life and national development.
REVITALIZING KHULUQ IN Q.S. LUQMAN: QUR’ANIC–PROPHETIC CHARACTER EDUCATION IN THE DIGITAL ERA Lina Indana; Mufatihatut Taubah
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3009

Abstract

Character education is essential for developing individuals with integrity and strong moral character. Nevertheless, contemporary educational institutions face serious challenges, including moral decline, the weakening of social ethics, and rapid changes driven by the socio-digital environment. The Qur’an and the Hadith serve as comprehensive sources of ethical guidance, particularly through the educational teachings of Luqman al-Hakim as presented in Surah Luqman. This study aims to analyze five core character values derived from Q.S. Luqman verses 12–19, namely faith (tawhid), gratitude, filial piety (birr al-walidayn), patience, and enjoining good and forbidding evil (amr ma‘ruf nahy munkar). In addition, the study proposes relevant strategies for implementing these values among Indonesian students in the contemporary era. The research adopts a descriptive–analytical literature review approach, employing hermeneutic analysis and content analysis of primary and secondary sources. The findings indicate that these five values represent fundamental dimensions of Islamic character education. Their effective implementation requires a process of spiritual transformation (takhalli–tajalli–tajalli), adaptive integration within the curriculum, structured habituation in daily educational practices, and the strengthening of teachers’ roles as moral exemplars (uswah hasanah). Overall, this study contributes by offering a model for internalizing Islamic character values and supporting the revitalization of moral education within Islamic educational institutions.
Co-Authors Lina Indana Syaicha Akmala