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

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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 Aryanti Puspita Sari Dadang Sumarna Muhammad Afit Imran St. Wardah Hanafieh Das