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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH International Journal of Islamic Educational Psychology
Zamsiswaya Zamsiswaya
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teacher Identity, Islamic Behavior, and Project-Based Learning Methods for Madrasah Teachers: A Phenomenological Approach Syahraini Tambak; Desi Sukenti; Ilyas Husti; Zamsiswaya Zamsiswaya; Choirul Mahfud
International Journal of Islamic Educational Psychology Vol 4, No 1 (2023): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i1.17396

Abstract

Developing students' scientific thinking in aqeedah and akhlaq (moral theology) is urgent, and a project-based learning method is needed for that process. This study explores how teachers can experience their Islamic behavior with their identities and impact project-based learning methods in learning moral theology in madrasah aliyah (Islamic high schools). This study uses a phenomenological approach to explore the Islamic behavior and identity of teachers in madrasah aliyah in developing project-based learning methods. A total of 20  moral theology teachers are involved in this study, and in-depth interviews are conducted to uncover the narratives of teachers' practices in utilizing project-based learning methods. The thematic analysis of two-group interviews with 20 teachers showed that Islamic behavior teachers' personal beliefs provided a religiously motivated narrative framework that facilitated interpreting one's experiences. Islamic behavior and teacher identity play a role in developing project-based learning methods based on moral theology. Islamic behavior is the main bond in developing project-based learning methods and the attribution of identity from God-given personality to learning in moral theology. Teacher identity, Islamic behavior, and students' scientific thinking develop when learning moral theology. Islamic behavior and the personal identity of madrasah teachers can improve project-based learning methods
RELEVANSI PENDIDIKAN AGAMA ISLAM DALAM PEMBENTUKAN MORAL PESERTA DIDIK Zamsiswaya Zamsiswaya
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3545

Abstract

Islamic Religious Education (IRE) plays a strategic role in developing students’ moral character amid social change and digital transformation. This study aims to examine the relevance of IRE to students’ moral development and identify strategies for strengthening the internalization of Islamic values in social and digital contexts. A qualitative approach was employed through library research. Data were collected from scholarly articles and academic literature addressing IRE, moral education, character development, teacher role modeling, habituation, school culture, and digital ethics. Data were analyzed using content and thematic analysis through reduction, categorization, interpretation, and synthesis. The findings indicate that the effectiveness of IRE in moral development depends not only on students’ mastery of religious knowledge but also on value internalization through role modeling, habituation, meaningful experiences, school culture, and support from families and communities. Digital transformation has expanded the contexts in which moral values are practiced, requiring IRE to integrate digital literacy and Islamic ethics into the learning process. This study argues that IRE should be developed as an integrative and contextual form of moral education that connects religious knowledge, value internalization, and behavioral practice in both social and digital environments.
Co-Authors Desi Sukenti Ilyas Husti Mahfud, Choirul Tambak, Syahraini