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All Journal ELite Journal: International Journal of Education, Language and Literature
Anna Qomariana
Universitas Pesantren Tinggi Darul Ulum
Education Languange, Linguistic, Communication & Media

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MORAL FORMATION AND ITS LIMITS: A CASE STUDY OF ISLAMIC EDUCATIONAL ETHICS IN A MADRASAH TSANAWIYAH, EAST JAVA Anna Qomariana; Achmad Fanani
ELite Journal : International Journal of Education, Language and Literature Vol. 5 No. 1 (2025): ELite Journal (Volume 5 Number 1, January 2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v5n1.p58-71

Abstract

Islamic educational ethics play a central role in shaping students’ moral, spiritual, and intellectual development. This study examines how Islamic ethical values are understood, practiced, and internalized within an Islamic school context in East Java, Indonesia. Employing a qualitative case study design, the research involved 18 participants consisting of five Islamic education teachers, twelve eighth-grade students, and one school principal at a Madrasah Tsanawiyah. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis to identify patterns related to ethical understanding, classroom implementation, and moral internalization. The findings reveal that teachers conceptualized Islamic educational ethics through values such as adab (proper conduct), ikhlas (sincerity), amanah (responsibility), and respect for knowledge, whereas students primarily interpreted ethics as compliance with school rules and behavioral expectations. The study also found that ethical values were consistently enacted through classroom routines, including prayers, Qur’anic recitation, respectful greetings, collaborative learning, and teacher modeling. However, students’ moral internalization remained limited, as ethical behaviors were often motivated by external regulation rather than personal moral conviction, and opportunities for reflective discussion of ethical dilemmas were rarely provided. The study highlights a gap between the institutional emphasis on Islamic ethical education and students’ deeper moral development, suggesting the need for more reflective and student-centered pedagogical approaches in Islamic schools.
INSTILLING AKHLAKUL KARIMAH VALUES IN STUDENTS THROUGH DIBA' READING ACTIVITIES AT DARUL 'ULUM ISLAMIC BOARDING SCHOOL JOMBANG Reni Sukmawati; Mukhlisin; Anna Qomariana
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 2 (2026): ELite Journal (Volume 6 Number 2, April 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n2.p111-119

Abstract

This research is based on the fact that instilling Akhlakul Karimah (noble character) values is the main goal of education in Islamic boarding schools to shape students with good morals. The development of the times and various environmental influences require habituation that can continuously strengthen students' character. One effort applied at the Muzamzamah Female Dormitory XI is the Diba' reading activity, which contains examples of the Prophet Muhammad's noble character and religious values practiced in daily life. This study aims to describe the implementation, influence, and evaluation results of instilling Akhlakul Karimah values in students through Diba' reading activities. The research uses a qualitative approach with a descriptive design. Data were obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The results show that the instillation of Akhlakul Karimah values is carried out through habituation, role modeling, guidance, supervision, and continuous evaluation by caregivers and female teachers. The Diba' reading activity has a positive influence on student character formation, especially in fostering religious attitudes, discipline, responsibility, politeness, patience, and togetherness, so that Akhlakul Karimah values become more embedded in students' behavior in the boarding school environment and daily life. Although the implementation still faces some obstacles, such as differences in students' ability to read Diba' and lack of concentration among some students, these obstacles are overcome through continuous guidance and mentoring.
Co-Authors Achmad Fanani Mukhlisin Reni Sukmawati