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All Journal Journal of Education and Learning Sciences Edumaspul: Jurnal Pendidikan
St. Warda Hanafie Das
Universitas Muhammadiyah Parepare
Education Other

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Cultural Islamic Education Form the Character of Multicultural Elementary School Students Baharuddin Baharuddin; St. Warda Hanafie Das; Elihami Elihami
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8729

Abstract

This study aims to analyze how cultural Islamic education can shape the character of elementary school students in a multicultural environment. Cultural Islamic education focuses on the application of Islamic values within the context of diverse cultures, emphasizing tolerance, mutual respect, and understanding of differences. This research uses a qualitative approach with a case study method in several elementary schools that implement cultural Islamic education in a multicultural setting. Data were collected through in-depth interviews with teachers, students, and parents, as well as observations of teaching and learning activities in the classroom. The results of the study show that cultural Islamic education has a positive impact on shaping the students' character, particularly in the development of tolerance, empathy, and openness to cultural diversity. Furthermore, cultural Islamic education also helps students to better understand and appreciate cultural and religious differences in their environment, which in turn supports the creation of harmonious social relationships within the multicultural school community. This study recommends strengthening the integration of Islamic values into the elementary education curriculum as an effort to shape a more inclusive and multicultural student character
The Role of Islamic Education Teachers in Promoting Student Discipline Through Character Based Instruction at SDN 169 Bolang, Enrekang Regency, Indonesia Sri Bulan; Rosmiati Ramli; Djamaluddin Djamaluddin; St. Warda Hanafie Das; Amir Patintingan
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.320

Abstract

This thesis examines the role of Islamic Religious Education (IRE) teachers in implementing character-based learning to improve students’ discipline at SDN 169 Bolang, Enrekang Regency. The study focuses on three main aspects: (1) the role of IRE teachers in applying character-based learning to enhance students’ discipline, (2) the character-based learning strategies employed by IRE teachers, and (3) efforts to overcome challenges in implementing character-based Islamic Religious Education that influence students’ disciplinary behavior. This research employed a qualitative approach with pedagogical and psychological perspectives. The study was conducted over a period of three months at SDN 169 Bolang, Enrekang Regency. Primary data sources included the school principal, Islamic Religious Education teachers, and school operators, while secondary data sources consisted of school documents, journals, articles, and other relevant references. Data were collected through observation, interviews, and documentation. Data analysis techniques involved data reduction, data presentation, and drawing conclusions. The validity of the data was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that character-based learning through Islamic Religious Education at SDN 169 Bolang is effective in improving students’ discipline. Islamic Religious Education teachers play a central role as role models by integrating religious values into learning activities, implementing routine habituation, applying consistent rewards and educational consequences, and using active and reflective learning methods. Although challenges such as differences in students’ character, external environmental influences, and limited parental support were encountered, these obstacles were successfully addressed through strong collaboration among teachers, homeroom teachers, and parents, as well as through consistent and adaptive approaches. Consequently, the formation of students’ disciplinary character can be developed effectively and sustainably.
The Role of Instructional Planning in Enhancing the Quality of Islamic Religious Education Learning at SDN 176 Belajen Jumawati Jumawati; Raya Mangsi; H.M. Nasir; St. Warda Hanafie Das; Suredah Hamid
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.322

Abstract

his study examines three main aspects: (1) the planning of Islamic Religious Education (IRE) learning at SDN 176 Belajen, Alla District, Enrekang Regency; (2) the quality of IRE learning at the school; and (3) the implications of learning planning in building the quality of IRE learning. The purpose of this study is to analyze learning planning, assess the quality of learning, and identify the implications of learning planning in improving the quality of Islamic Religious Education learning at SDN 176 Belajen. This research employs a qualitative approach with pedagogical, juridical, sociological, and psychological perspectives. The study was conducted over three months at SDN 176 Belajen, Alla District, Enrekang Regency. Primary data sources consisted of the principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and related literature. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that Islamic Religious Education learning planning at SDN 176 Belajen has been implemented in an adaptive and practical manner through the preparation of lesson plans that are flexible and responsive to classroom conditions and student characteristics. However, improvements are still needed in the use of learning media and the documentation of assessment results. The quality of student learning is generally categorized as fairly good, particularly in the habituation of religious attitudes and practical learning activities, although students still experience difficulties in understanding conceptual material. Overall, systematic learning planning has positive implications for increasing student activeness, understanding, and the formation of religious character. This study contributes to the literature by demonstrating how systematic instructional planning supports not only academic achievement but also the development of students’ religious character in elementary Islamic Religious Education.
Enhancing Students’ Motivation in Islamic Religious Education Through Teacher Parent Collaboration: Evidence from an Indonesian Elementary School Harni Kadang; Andi Abd Muis; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.323

Abstract

This study examines students’ learning motivation in Islamic Religious Education (IRE), the implementation of a collaborative learning model between teachers and parents, and the role of such collaboration in enhancing students’ motivation at UPTD SDN 18 Kalosi Enrekang. The study aimed to describe students’ learning motivation in IRE, analyze the implementation of teacher–parent collaborative learning, and explain its contribution to improving students’ motivation. This research employed a qualitative approach with pedagogical, psychological, and theological perspectives. The study was conducted over three months at UPTD SDN 18 Kalosi Enrekang. Primary data were obtained from the principal, teachers, parents, and students, while secondary data were collected from school documents and relevant literature. Data were gathered through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation, member checking, prolonged observation, and persistent observation. The findings indicate that students’ learning motivation in IRE is generally good, particularly in practical topics such as prayer, worship practices, and moral values. However, motivation tends to decrease when students encounter more theoretical subjects, including tafsir and fiqh. The study also found that collaboration between teachers and parents positively affects students’ learning motivation. Active parental involvement in supervising learning at home and maintaining regular communication with teachers strengthens students’ enthusiasm, discipline, and engagement in learning. This study contributes to the growing literature on school–family partnerships by demonstrating how teacher–parent collaboration strengthens learning motivation within the context of Islamic Religious Education in elementary schools.
Co-Authors Amir Patintingan Andi Abd. Muis Baharuddin Baharuddin Djamaluddin Djamaluddin Elihami Elihami H.M. Nasir Harni Kadang Jumawati Jumawati Muhammad Naim Raya Mangsi Rosmiati Ramli Sri Bulan Suredah Hamid