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Rahayu, Sari
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Journal : Eduprof

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Implementation of the Concept of Islamic Montessori Education at Awliya Holistic Elementary School, Majasem Cirebon Rahayu, Sari
Eduprof : Islamic Education Journal Vol. 7 No. 2 (2025): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v7i2.410

Abstract

One of the main challenges of Islamic education in Indonesia is to find a learning model that is able to balance intellectual growth with spiritual and moral development. The Montessori method, known for its focus on independence, sensory learning and Developmental Psychology, provides significant opportunities to develop autonomy and creativity. However, without a spiritual foundation, this approach risks neglecting the upbringing of children's religious and ethical values. The purpose of this study is to explore how Montessori approach can be integrated with Islamic values in the context of Primary School holistic Awliya (SDH) Majasem Cirebon. Particular attention is paid to the application of fitrah (innate human disposition), adab (ethics and manners), and tazkiyat al-nafs (purification of the soul) in the practice of daily learning. This study uses descriptive qualitative methods using classroom observation, curriculum analysis, and in-depth interviews with teachers, parents, and students. The Data were analyzed thematically to identify patterns of integration between Montessori principles and Islamic values. These findings suggest that Montessori practices-such as prepared environments, freedom with responsibility, and experiential learning-are effectively aligned with the values of Islamic education. This integration fosters not only intellectual independence but also spiritual awareness, ethical discipline, and emotional balance in students. In conclusion, The Montessori-Islamic model implemented in the Awliya Holistic Primary School is a pioneering effort in the reform of Islamic education in Indonesia. It offers a contextual and holistic framework capable of producing intellectually capable, spiritually grounded, and morally responsible students.
Co-Authors A.A. Ketut Agung Cahyawan W admin admin, admin Agus Sunaryo Ahmad Maryudi Alwi Alwi Amiruddin Ketaren Amra, Ikbal Anggraini, Ajeng Ayu Awaludin, Dipa Teruna Azwardi Azwardi Bisjoe, Achmad Rizal Hak Deby Handayani Dewianawati, Dwi Diah Yudhawati Dorris Yadewani Efendi, Mohamad Johan Elly Sukmanasa Emma Soraya, Emma Fajar Purwanto, Fajar Fauzi Fauzi Fauzi, Ahmad Fauziah, Fenty Fauziah, Nadiatullah Tsuraya Firman Firman Fisher, Micah R. Gusmayanti, Fitri Hastuti, Poppy Meilana Dian Hastuti, Poppy Meilina Dian Hastuti, Poppy Melina Dian Heriyanto Heriyanto Hutapea, Tumbur Palti Iis Mariam Ilmi, Sadidatul Indrianto, Dian Istiqomah, Inuk Wahyuni Iswahyu Pranawukir Kartika Imam Santoso Krott, Max Kurniati, Ikke L. Lisnawati Laraswati, Dwi Latifah, Ella Dewi Lestari, Dyah Aring Hepiana Lili Salfina Lina Novita, Lina Lukas Giessen, Lukas M. Husen, M. Mardiati Mardiati Marshal Imar Pratama Mella Narolita Mubarok, Ahmad Muh. Rizal Kurniawan Yunus MUHAMMAD HENDRA Muhammad Ilyas Muzrifah, Risa Amalia Naimah, Alful Laili Nichy Oktaviani Niken Sakuntaladewi, Niken Nini, Nini Novi Rosanti Noviardy, Andrian Nuraeny, Eny Nurfadillah, Mursidah Nurhaedah Muin Nurtati Nurtati, Nurtati Nurul Yaqin Patria Nagara Perdana, Buyung Cahya Permana, Hendrik Putra, Rahmadil Putri, Sissy Jania Rahim, Anwar Rahmawati, Erisma Dwi Reflianto, Reflianto Revita Yanuarsari Saddam, Muhammad Safardi, Safardi Sauri, R Supyan Sigita, Dwi Sembe Sumirat, Bugi Kabul Sutikno, Frendy syarpin, syarpin Syofria Meidona Tirtajaya, Arman Titing Suharti Tri Sulistyati Widyaningsih Trisninawati, Trisninawati Triyono, Andri Warta, Waska Wati, Henny Yanti Murni Yusnikusumah, Tri Rizkiana Zaki Zaki, Zaki