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Syamsul Arifin
Universitas Nurul Jadid, Indonesia
Humanities Education Social Sciences

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Management of Qur’an-Based Co-Curricular Programs in Strengthening Students’ Spiritual Competence Tolak Hudin; Abdullah; Syamsul Arifin
Journal of Social Studies and Education Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.1296

Abstract

Strengthening students’ spiritual competence has become increasingly important amid rapid social and technological changes that influence students’ values, attitudes, and behavior. This study aims to analyze the management of Qur’an-based co-curricular programs in strengthening students’ spiritual competence through systematic planning, organizing, implementation, and evaluation. A qualitative case study approach was employed, with data collected through interviews, observations, and documentation involving school leaders, teachers, program coordinators, and students. Data were analyzed through data reduction, data display, and conclusion drawing, with triangulation used to ensure data credibility. The findings indicate that Qur’an-based co-curricular programs are managed through structured planning, collaborative organization, consistent implementation, and continuous evaluation. Program activities, including Qur’an recitation, memorization, review, and religious habituation, contribute to strengthening students’ spiritual awareness, discipline, responsibility, and religious practices. The study implies that effective managerial practices are essential for ensuring the sustainability and impact of Qur’an-based programs. These findings highlight the importance of integrating religious programs into school management as a strategic approach to developing students’ holistic spiritual competence.
From Religious Knowledge to Moral Practice: A Multisite Study on the Internalization of Honesty in Pesantren-Based Madrasahs Syamsul Arifin; Muhammad Munif; Ahmad Winarno
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.2854

Abstract

This study aims to examine the internalization of Islamic teachings as a transformative process connecting religious knowledge with students' honest character in pesantren-based secondary education. Employing a qualitative multisite case study design, data were collected through participant observation, in-depth interviews, and documentation. Data were analyzed interactively using data condensation, data display, and conclusion drawing. The findings reveal that honesty internalization operates systematically through six interconnected strategies: exemplary conduct (uswah hasanah), habituation (ta'wid), contextual learning integration, moral advice (mau'idzah hasanah), supervision with reflective discipline, and school–pesantren–family collaboration. These strategies effectively bridge the gap between cognitive moral understanding and actual behavior, leading to enhanced academic integrity, improved social trust, and sustained honest dispositions. The study implies that fostering student integrity requires an ecological character-building model that moves beyond rote knowledge transmission to leverage continuous habituation, teacher modeling, and cross-environmental synergy. Consequently, educational practitioners must design integrated curricula that embed moral values into everyday practice.
Cultural and Structural Pathways to Character Formation: Teacher Parent Collaboration in Islamic Education Mohamad Hasyim; Abdullah; Agus Angga Rizki; Syamsul Arifin
Journal of Social Studies and Education Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i2.2855

Abstract

This study aims to analyze the forms, strategies, and supporting and inhibiting factors of collaboration between Islamic Religious Education (PAI) teachers and parents in developing students’ character, as well as to compare collaboration patterns within different Islamic educational traditions. This study employed a qualitative descriptive approach with a comparative case study design. Data were collected through non-participant observation, semi-structured interviews, and documentation involving PAI teachers, parents, school principals, and students. Data were analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings show that teacher–parent collaboration plays an important role in strengthening students’ religiosity, discipline, responsibility, politeness, and social behavior. Two complementary collaboration patterns were identified: a cultural-relational approach emphasizing religious habituation, exemplary behavior, and interpersonal communication, and a structured-programmatic approach emphasizing formal communication, character monitoring, parenting programs, and systematic documentation. Supporting factors include shared religious values, institutional commitment, communication technology, and parental awareness, while major obstacles include limited parental availability, uneven participation, and differences in home-based parenting practices. The study implies that sustainable character formation requires adaptive collaboration that integrates institutional systems, interpersonal relationships, and continuity between school and home.
From Memorization to Character: Internalizing Qur’anic Values through the 3T+1M Approach Moh. Azizi Al Mahbub; Hefniy; Syamsul Arifin
Journal of Social Studies and Education Vol. 3 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.2856

Abstract

This study aims to examine the implementation of the 3T+1M method through Qur’anic understanding and to analyze the internalization of Qur’anic values among students. The study employs a qualitative approach with a multi-site case study design. Data were collected through in-depth interviews, observation, and documentation, and analyzed through data condensation, data display, and verification. The findings show that 3T+1M integrates Talaqqi, Tafahhum, Tikrar, and Muraja’ah as interconnected processes in Qur’anic learning. Tafahhum plays an important role in connecting memorization with understanding, while Tikrar and Muraja’ah reinforce memorization and its continuous practice. The internalization of the Qur’anic value of patience was predominantly identified at the Receiving, Responding, and Valuing stages, while the Characterization stage remained limited. Theoretically, the study contributes an integrated perspective linking the 3T+1M pedagogical process, Qur’anic understanding, and affective value internalization. Practically, the findings imply that tahfidz education should integrate memorization with systematic understanding, contextual learning, repeated practice, and daily behavioral reinforcement to strengthen the transformation of Qur’anic knowledge into lived values.
Co-Authors Abdullah Abdullah Agus Angga Rizki Ahmad Winarno Hefniy Moh. Azizi Al Mahbub Mohamad Hasyim Munif, Muhammad Tolak Hudin