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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Khairul Abdillah Harahap
Universitas Islam Negeri Sunan Kalijaga
Education Languange, Linguistic, Communication & Media Other

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Habituation of Asmaul Husna as a Strategy for Developing Students’ Religious Character: A Qualitative Study in a Rural Madrasah Khairul Abdillah Harahap; Sukiman Sukiman; Nelly Setia Wati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.3939

Abstract

This study aims to analyze the implementation process, students’ responses, and challenges of Asmaul Husna habituation as part of religious character development at MI Ma’arif Sambeng. This research employs a descriptive qualitative approach. Data were collected through participatory observation, semi-structured interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, supported by triangulation to ensure the validity of the findings. The results indicate that Asmaul Husnahabituation is carried out routinely every morning through several stages, including prayer, recitation, explanation of meanings, and motivational reinforcement. Most students demonstrate a positive level of enthusiasm in participating in the activity, although some remain passive and less focused during the process. The habituation contributes to the development of religious behaviors, such as improved discipline, the habit of greeting others, increased calmness during learning, and enhanced memorization of Asmaul Husna. However, the implementation still faces several challenges, including student boredom, weather conditions, limited learning media, and insufficient variation in teaching methods. These findings suggest that consistent religious habituation plays an important role in fostering students’ religious character and requires pedagogical innovation to enhance its effectiveness and meaningfulness.
Implementation of the Merdeka Curriculum in Islamic Religious Education and Its Impact on Students’ Learning Autonomy at SMA Negeri 2 Sarolangun Nelly Setia Wati; Sukiman Sukiman; Khairul Abdillah Harahap; Sofia Yunus Putri; Agus Alfaya Arif
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.3940

Abstract

This study aims to analyze the implementation of the Merdeka Curriculum in Islamic Religious Education and its impact on student learning independence at the high school level. This study uses a qualitative approach with a case study design at SMA Negeri 2 Sarolangun. Data were collected through participatory observation, in-depth interviews, and documentation analysis, then analyzed using an interactive model that included data reduction, data presentation, and verification through triangulation. The results showed that the implementation of the Merdeka Curriculum was reflected in competency-based planning, diagnostic assessment, differentiated learning, and contextual project integration. This transformation encourages an increase in student learning independence, which is seen in the aspects of learning initiative, self-regulation, and metacognitive reflection. Project-based learning and reflective assessment play an important role in strengthening academic responsibility and learning awareness. However, variations in intrinsic motivation and limited facilities are challenges in optimizing implementation. This study confirms that the Merdeka Curriculum has significant potential in developing self-regulated learning in Islamic Religious Education. These findings have practical implications for the development of more autonomous, reflective, and contextual learning strategies in secondary schools.
Co-Authors Agus Alfaya Arif Nelly Setia Wati Sofia Yunus Putri Sukiman Sukiman