Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Sudiro
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto, Indonesia

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Negotiating Tensions Between Islamic Religious Education and Social–Emotional Learning in Classroom Practice Sudiro; Irfan Musonif
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.200

Abstract

The growing adoption of Social–Emotional Learning (SEL) has prompted renewed discussion regarding its compatibility with faith-based educational systems, particularly Islamic Religious Education (IRE), where moral and spiritual values constitute the primary foundation of learning. This study explores how tensions between IRE and SEL emerge and are negotiated within classroom practice. Employing an interpretive qualitative case study, the research was conducted at a private Islamic senior high school in Indonesia involving three Islamic Religious Education teachers, twelve students, and one vice principal selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using reflexive thematic analysis. The findings reveal that the relationship between IRE and SEL is characterized by continuous epistemological and pedagogical negotiation rather than complete alignment. Religious values remain the dominant framework shaping emotional expression, classroom interaction, and instructional practices, positioning SEL as a complementary rather than autonomous educational approach. Institutional culture, transmissive pedagogy, and ritual-oriented instruction further constrain opportunities for reflective dialogue and authentic socio-emotional development. This study contributes to the literature by proposing the concepts of asymmetrical integration of IRE–SEL and regulated emotionality in religious pedagogy, demonstrating that the implementation of SEL is inherently shaped by religious and cultural contexts. The findings offer practical insights for developing context-sensitive educational policies, curriculum design, and teacher professional development within faith-based schools.
Co-Authors Irfan Musonif