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All Journal TOFEDU: The Future of Education Journal
Joni Juli Yandra
Institut Agama Islam Yasni Bungo
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Revitalization of Moral Education through a Habituation Approach Grounded in School Culture Nita Erlina; Ulfa Adilla; Baili; Joni Juli Yandra; Noviriani Noviriani; Sugeng Kurniawan
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1975

Abstract

Moral education in Islamic junior secondary schools faces several structural challenges, including the dominance of cognitive-oriented approaches, the fragmentation of values in school practices, and the influence of the digital ecosystem, which has shifted the process of character internalization. This study aims to analyze the revitalization of moral education through a school culture-based habituation approach at MTs Tahfizul Quran Rantau Duku, Bungo Regency, Jambi Province. The research employed a qualitative approach with a single-case study design. Data were collected through three months of participant observation, in-depth interviews with 18 informants (the school principal, Islamic Religious Education and moral education teachers, students, parents, and dormitory supervisors), and documentation of school programs. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while source and method triangulation were employed to ensure data trustworthiness. The findings indicate that the revitalization of moral education was developed through three main mechanisms: (1) the construction of a school culture institutionalized through daily routines, codes of conduct, and teacher role modeling; (2) a habituation process following the cycle of modeling, guided practice, independent habituation, and reflective internalization; and (3) the integration of the Tahfiz al-Qur’an program as a medium for strengthening moral conduct and spirituality. Consistent habituation within a supportive school culture ecosystem was found to be effective in internalizing akhlaq al-karimah (noble character), reducing negative behaviors, and enhancing students’ social responsibility. The study concludes that a school culture-based habituation approach represents a holistic, contextual, and sustainable model for revitalizing moral education. Recommendations include strengthening teachers’ capacity building, developing authentic moral assessment instruments, and fostering synergy among schools, families, and communities.
The Implementation of the Khalifah fil Ard Concept in Islamic Religious Education for Strengthening Environmental Care Character: A Study in Jambi Province Doni Pratama; Baili Baili; Joni Juli Yandra; Andryadi Andryadi; Mabruri Mabruri
The Future of Education Journal Vol 3 No 2 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i2.1979

Abstract

The degradation of peatland ecosystems, pollution of the Batanghari River, and the increasing risk of forest and land fires in Jambi Province demand educational responses that are not only technocratic but also grounded in spiritual and axiological values. The Qur’anic concept of Khalifah fil Ard offers a relevant theological and ethical framework for fostering students’ environmental responsibility. This study analyzes the implementation of this concept in Islamic Religious Education (IRE) and its impact on strengthening students’ environmental responsibility in educational institutions across Jambi Province. The research employed a sequential explanatory mixed-methods design involving 248 junior secondary school students (SMP/MTs) and eight Islamic Religious Education teachers from Jambi City and Muaro Jambi Regency. Quantitative data were collected using an expert-validated Environmental Responsibility Character Scale (α = 0.87), while qualitative data were obtained through in-depth interviews, participant observation, and analysis of instructional documents. The results of the paired-sample t-test revealed a significant improvement in students’ environmental responsibility scores (t(247) = 14.32, p < 0.001, d = 1.92). Qualitative findings identified a four-phase implementation model consisting of: (1) tadabbur alam (contemplation of nature), (2) theological reflection, (3) practical environmental action based on Jambi Malay local wisdom, and (4) collaborative evaluation. Supporting factors included the implementation of the Merdeka Curriculum, teachers’ pedagogical competence, and strong school–community partnerships. Major challenges involved limited instructional time, the scarcity of contextual ecological teaching materials, and unequal access to digital infrastructure in peripheral areas. The study concludes that the concept of Khalifah fil Ard is effective as an axiological framework for Islamic Religious Education when integrated with reflective pedagogy and local environmental problem-based projects. The study recommends the development of Jambi-contextualized teaching modules, professional training for Islamic Religious Education teachers in Islamic ecopedagogy, and cross-sector collaboration involving educational authorities and religious institutions to strengthen value-based environmental education.
A Local Wisdom Based Islamic Character Education Model for Developing Religious Moderation among Students at MA Diniyyah Al-Azhar Bungo Nailis Sa'adah; Sugeng Kurniawan; Joni Juli Yandra; Wiwin Narti; Noviriani Noviriani
The Future of Education Journal Vol 2 No 4 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i4.1983

Abstract

This study aims to formulate and analyze a local wisdom-based Islamic character education model for fostering moderate attitudes among students at MA Diniyyah Al-Azhar Bungo, Jambi. Employing a qualitative approach with a case study design, data were collected over a six-month period through in-depth interviews, participant observation, and document analysis. The participants included the madrasah principal, Islamic Religious Education (IRE) teachers, students, and local customary leaders. Data were analyzed using Braun and Clarke’s thematic analysis technique, supported by source and method triangulation to ensure trustworthiness. The findings reveal that the integration of Jambi Malay local wisdom values—such as adat bersendi syarak, syarak bersendi kitabullah (custom founded upon Islamic law, and Islamic law founded upon the Qur’an), deliberative traditions (musyawarah), and the spirit of communal solidarity (salingka nagari)—into the hidden curriculum, contextual learning practices, and character habituation programs successfully strengthened four pillars of religious moderation: tawassuth (moderation), tasamuh (tolerance), i‘tidal (justice and balance), and muwatanah (citizenship). The resulting model consists of five strategic components: (1) identifying local values aligned with Islamic principles; (2) integrating these values into lesson plans and student profile strengthening projects; (3) implementing community-based character habituation programs; (4) positioning teachers as uswatun hasanah (role models); and (5) conducting multidimensional authentic assessments. These findings contribute to the development of a contextual Islamic Religious Education pedagogy that is aligned with the national agenda of religious moderation and adaptable to madrasahs in culturally diverse settings. Future studies are recommended to test the model quantitatively and longitudinally to validate its long-term impact on students’ religious attitudes.
The Role of Islamic Religious Education in Promoting Religious Moderation among Generation Z at MTsN 2 Bungo Usamah Zulfiyatunnuha; Joni Juli Yandra; Siti Khamim; Baili Baili; Ulfa Adilla
The Future of Education Journal Vol 4 No 4 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1985

Abstract

Generation Z faces challenges arising from ideological polarization, digital disruption, and identity fragmentation that threaten social cohesion. In this context, strengthening religious moderation has become a strategic necessity for safeguarding the nation’s ideological resilience. This study aims to analyze the role of Islamic Religious Education (IRE) in fostering religious moderation among Generation Z students at MTsN 2 Bungo, Bungo Regency, Jambi. The research employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis of curricula and instructional modules. The participants included Islamic Religious Education teachers, students from Grades VII–IX, and the madrasah principal, who were selected purposively. The findings indicate that Islamic Religious Education serves as an agent for the internalization of moderation values through three main dimensions: (1) the integration of the concept of wasathiyyah (Islamic moderation) into instructional materials and the Pancasila Student Profile Strengthening Project; (2) the implementation of dialogic learning practices that cultivate empathy, active tolerance, and ethical discussion skills; and (3) the enhancement of digital-religious literacy to counter radical narratives in cyberspace. The results suggest that the effectiveness of Islamic Religious Education lies not merely in the transmission of normative knowledge but also in the formation of a contextual, critical, and inclusive religious habitus. The study recommends strengthening the pedagogical competencies of Islamic Religious Education teachers within the framework of religious moderation, developing attitude assessment instruments integrated with digital learning ecosystems, and promoting policy synergy among the Ministry of Religious Affairs, schools, and media literacy communities. Practically, the findings emphasize the need to transform Islamic Religious Education from a doctrinal approach into a participatory learning model that is responsive to the characteristics of Generation Z.
Co-Authors Andryadi Andryadi Baili Baili Baili Doni Pratama Mabruri Mabruri Nailis Sa'adah Nita Erlina Noviriani Noviriani Siti Khamim Sugeng Kurniawan Ulfa Adilla Usamah Zulfiyatunnuha Wiwin Narti