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Jokosubando
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The Role of Islamic Religious Education Teachers and Parents in Shaping the Religious Behavior of Tenth-Grade Students at MA Al-Islam Surakarta Melani Ida Marini; Jokosubando
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1489

Abstract

This study examines the role of Islamic Religious Education teachers and parents in shaping the religious behavior of tenth-grade students at MA Al-Islam Surakarta in the 2025/2026 academic year. The objective of this research is to explore how educational guidance at school and parental involvement at home contribute to the development of students’ religious conduct. This study employed a qualitative research approach using a descriptive case study design. The participants consisted of 30 tenth-grade students selected purposively, along with Islamic Religious Education teachers and several parents as supporting informants. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the synergy between teachers and parents plays a significant role in strengthening students’ religious behavior. Approximately 83% of students demonstrated consistent daily prayer practices, 76% showed active participation in religious school activities, 70% reflected respectful attitudes toward teachers and parents, and 68% exhibited internalization of Islamic moral values in social interactions. The results indicate that structured religious instruction at school combined with parental supervision and modeling at home substantially contributes to the formation of students’ religious character. Therefore, collaborative engagement between educational institutions and families is essential in fostering sustainable religious behavior among adolescents
Transformation of the Aqidah–Akhlaq Learning Approach: From the Content-Based Curriculum (K13) to the Competency-Based Curriculum in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta Istikotimah; Jokosubando
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1508

Abstract

This study explores the transformation of the Aqidah Akhlak learning approach from the Content-Based Curriculum of the 2013 Curriculum (K13) to the Competency-Based approach implemented in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta. The research aims to analyze how the shift in curriculum orientation influences the learning process, student engagement, and the development of students’ moral and religious competencies. The study employs a qualitative research approach to obtain an in-depth understanding of the implementation of the new learning paradigm in Aqidah Akhlak instruction. The methodology used in this research is a qualitative case study. Data were collected through classroom observations, semi-structured interviews, and documentation. The research involved 30 students as the primary participants, along with supporting information obtained from teachers and learning documents. The data analysis process was conducted through data reduction, data display, and conclusion drawing to identify patterns of change in learning approaches and student responses to the curriculum transformation. The results of the study indicate that the implementation of the Competency-Based approach in the Merdeka Curriculum significantly enhances students’ active participation and character development in Aqidah Akhlak learning. Approximately 83% of students demonstrated improved engagement during interactive and competency-oriented learning activities, while 78% showed better understanding of moral values through contextual learning methods. In addition, about 80% of students exhibited increased critical thinking and reflective attitudes toward ethical and religious issues discussed in class. These findings suggest that the transformation from a content-oriented learning model to a competency-based approach contributes positively to the effectiveness of Aqidah Akhlak learning and supports the development of students’ character and moral awareness
Co-Authors Istikotimah Melani Ida Marini