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All Journal NALAR: Jurnal Peradaban dan Pemikiran Islam Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Helmy, Helmy Abdullah
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Students' Self-Efficacy in Islamic Character Development: A Phenomenological Study of PAI Learning in the Merdeka Curriculum at Senior High Schools Batula, Abu Warasy; Ritonga, Mhd. Aksaril Huda; Helmy, Helmy Abdullah; Supriadi, Udin; Zakaria, Zakaria
ISLAMIKA Vol 7 No 4 (2025): OKTOBER
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i4.5918

Abstract

This study investigates the implementation of character education through Islamic Religious Education (Pendidikan Agama Islam, or PAI) in Indonesian schools, focusing on the development of students’ self-efficacy in internalizing moral values as prescribed by the Merdeka Curriculum, particularly in phases E and F. Employing an Interpretive Phenomenological Approach (IPA), the research involved 18 purposively selected students from three different school types in Bandung. Data collection was conducted through in-depth interviews, participatory observation, and focus group discussions. Analysis revealed four central themes: students’ internal struggles in cultivating moral self-control; the influence of social environments on collective efficacy; the emergence of moral agency within digital spaces; and the role of spiritual maturity in fostering authentic leadership. The findings demonstrate a developmental trajectory in students’ self-efficacy from initial efforts to resist negative behaviors (Phase E) to the embodiment of innovative, integrity-based leadership (Phase F). This study contributes to the theoretical expansion of self-efficacy by proposing the concept of “spiritual self-efficacy” and contextualizing Bandura’s four sources of efficacy within Islamic moral education. The results underscore that effective character education must move beyond mere transmission of moral knowledge to systematically fostering students’ confidence in consistently and authentically enacting moral behavior. These insights offer significant implications for advancing a more holistic and character-centered PAI curriculum and pedagogical strategy.
Tauhid Sebagai Fondasi Epistemologis: Tafsir Tarbawi Atas Q.S. Al-Baqarah [2]:163 Bagi Paradigma Pendidikan Islam Helmy, Helmy Abdullah; Surahman, Cucu; Sumarna, Elan
NALAR Vol 9 No 2 (2025): Living Islam
Publisher : Faculty of Ushuluddin, Adab, and Da'wah, State Islamic University of Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v9i2.10924

Abstract

Contemporary Islamic education faces an epistemological crisis marked by the dichotomy between religious and non-religious sciences due to the adoption of a secular paradigm that separates the value of tawhid from the learning process, resulting in fragmented knowledge and the loss of balance in the hierarchy of knowledge (loss of adab). This study aims to analyze Q.S. al-Baqarah [2]:163 using a tafsir tarbawi approach to identify the core principles of tawhid and their implications for the epistemological foundations of Islamic education, as well as to construct a tawhid-based conceptual framework as an alternative paradigm to overcome the knowledge–religion dichotomy. Using a library research design and a tafsir tarbawi methodology that integrates linguistic-grammatical, contextual (munasabah al-ayat), and comparative-critical analysis of classical and contemporary commentaries, the study identifies five central principles of tawhid: (1) tawhid al-ma‘rifah (unity of the source of truth), (2) kulliyyat al-rahmah (universality of divine mercy), (3) nafy al-shirk (negation of partners to God), (4) takamul al-‘ubudiyyah wa al-khilafah (integration of vertical and horizontal dimensions), and (5) ta‘yin al-huwiyah al-ma‘rifiyyah (formation of epistemic identity). These principles generate ontological implications (a theocentric-anthropocentric conception of the human and fitrah), epistemological implications (integration of revelation, reason, and empirical inquiry, alongside a methodology resistant to secularization), and axiological implications (mercy, justice, integrity, and social-ecological responsibility). Q.S. al-Baqarah [2]:163 thus provides a theological-epistemological foundation for an Islamic education paradigm that integrates spiritual, intellectual, and moral dimensions, whose implementation requires curriculum reconstruction that harmonizes diverse disciplines within a tawhidic framework and the development of holistic assessment systems that measure cognitive, moral, and spiritual domains in an integrated manner.
Co-Authors Batula, Abu Warasy Cucu Surahman Elan Sumarna Ritonga, Mhd. Aksaril Huda Udin Supriadi Zakaria Zakaria