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Husna, Jami'atul
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Religion Humanities Education Library & Information Science Other

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The Relevance of the Traditional Malay Islamic Curriculum Towards Strengthening the Values of Responsibility and Discipline in Elementary School Students Husna, Jami'atul; Soraya, Nyayu; Anggara, Baldi
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1-10

Abstract

The traditional Malay Islamic curriculum embodies noble values that emphasize the balance between knowledge, manners, and good deeds. In the context of modern primary education, these values are relevant for strengthening students' character, particularly in terms of responsibility and discipline. This study aims to analyze the relevance of the traditional Malay Islamic curriculum to strengthening the character values of elementary school students. The research method used is library research with a descriptive qualitative approach. Data sources consist of primary and secondary literature in the form of books, journal articles, and educational policy documents. The results of the study indicate that Malay Islamic values such as manners, trustworthiness, religious discipline, and social responsibility contribute significantly to the formation of children's character. This curriculum positions teachers as role models and education as a process of spiritual and social habituation. Therefore, the Malay Islamic curriculum can be used as a reference in the development of a national curriculum based on local values and culture.
Implications of Constructivist Theory in Islamic Religious Education Learning in Elementary School Husna, Jami'atul; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.710-721

Abstract

Islamic Religious Education (PAI) plays an important role in shaping students’ character and spirituality. However, at SD Negeri 74 Palembang, learning has tended to remain teacher-centered, so students’ active engagement has not been optimal. This study aims to describe the implementation of constructivist theory in PAI learning on the topic of prayer in the third grade, analyze its impact on students’ understanding and religious attitudes, and identify the challenges faced by teachers within a context of limited resources. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles and Huberman, while validity was ensured through source and technique triangulation. The findings indicate that the teacher implemented constructivist principles through prayer demonstrations, reflective discussions, direct practice, and experience-based learning. Students became more active, developed a deeper understanding of worship, and demonstrated growth in discipline, concentration in prayer, and responsibility. Despite limited school facilities, teacher creativity enabled learning to remain contextual and meaningful. Thus, the implementation of constructivist theory proved effective in creating active, reflective, and student-centered PAI learning that is relevant for application in elementary schools.
Co-Authors Anggara, Baldi Ermis Suryana Soraya, Nyayu Zulhijra, Zulhijra