Article Per Year (5 Year)
p-Index From 2021 - 2026
1.503
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LET: Linguistics, Literature and English Teaching Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Elementa: Jurnal Pendidikan Guru Sekolah Dasar Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Juwara : Jurnal Wawasan dan Aksara ENLIT Datokarama English Education Journal (deejournal)
Norliani Norliani, Norliani
Universitas PGRI Kalimantan
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Toward Value-Integrated Pedagogy: A Literature Review on Embedding Islamic Principles in EFL Teaching Selvi, Selvi; Aisyah, Aisyah; Maida, Siti; Irma, Irma; Norliani, Norliani; Nengsih, Dora; Qamariah, Zaitun
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i2.133

Abstract

The integration of Islamic values into English as a Foreign Language (EFL) instruction has gained renewed attention in recent years, particularly as educators seek approaches that balance global communicative competence with moral and spiritual development. This study employs a qualitative narrative library research design to analyse scholarly works published between 2020 and 2025 that address the incorporation of Islamic principles within EFL curriculum and pedagogy. The reviewed literature reveals three overarching themes: (1) the philosophical foundations of Islamic education, which emphasize the inseparability of knowledge, adab, and ethical formation; (2) emerging pedagogical efforts to embed Islamic values through discourse, material selection, classroom interaction, and digital media; and (3) persistent gaps in curriculum-level frameworks, as most studies remain focused on teacher practices rather than systematic institutional design. Findings indicate that value-integrated EFL instruction is conceptually robust and pedagogically feasible. Yet, its implementation remains fragmented due to limited teacher preparation, insufficient instructional resources, and the absence of coherent curricular models. This study concludes that developing structured, context-sensitive frameworks is essential for ensuring that EFL curricula harmonize linguistic objectives with Islamic moral orientations. Implications are offered for curriculum developers, educators, and institutions seeking to create value-integrated EFL programs that support both communicative proficiency and ethical character formation.
Co-Authors Aat Ruchiat Nugraha Abdul Syahid Aisyah Aisyah Anshari, Hafiz Azahra, Nicha Chairunnisa Baharuddin Baharuddin Farid Alfarizqi FITRI, NUR ANNISA Haryanti, Ferina Hidya Maulida, Hidya Irma Irma Jaya, Rahmat Maida, Siti Nengsih, Dora Razzaq Kurniawan, Muhammad Abdul Safarudin, Muhamad Sigid Sari, Mike Nurmalia Selvi Selvi Shofiya, Nur Aini Tazkia Nadhirah Utami, Hana Putri Vivi Aulia Wulida Makhtuna Zaitun Qamariah, Zaitun