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All Journal Amandemen: Journal of Learning, Teaching and Educational Studies Profetika: Jurnal Studi Islam
Maisuna Mustapha Yahya
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Religion Humanities Education Social Sciences Other

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Strategies of Moral Faith Teachers in Integrating SDGs-Based Character Education in Islamic Boarding Schools Inda Amelia; Dewi Hasanah; Maisuna Mustapha Yahya
Profetika: Jurnal Studi Islam Vol. 27 No. 01 (2026): Profetika Jurnal Studi Islam 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v27i01.14952

Abstract

Objective: This study analyzes the pedagogical strategies of Akidah Akhlak teachers in integrating SDGs-based character education at Al-Jauharen Islamic Boarding School, Jambi City, focusing on discipline, honesty, and responsibility. Theoretical framework: The research is grounded in character education theory, value internalization, and contextual pedagogy, aligned with SDGs principles that emphasize inclusive, equitable, and value-oriented education. Literature review: Previous studies indicate that Akidah Akhlak learning remains largely cognitive and memorization-oriented, limiting effective character internalization, while empirical studies on teacher strategies in pesantren contexts and their linkage to SDGs are still limited. Method: This study employs a qualitative descriptive-analytical approach involving teachers, school leaders, and students, using interviews, observations, and documentation, analyzed through the Miles and Huberman model with triangulation. Results: Findings reveal that SDGs-oriented character integration is implemented through structured planning, teacher exemplification, value habituation, and reflective discussions rooted in students’ experiences and strengthened by pesantren culture; however, it remains insufficiently systematic, particularly in evaluation, and is constrained by time and students’ psychological factors. Implications: The study highlights the need for more reflective, contextual, and sustainable pedagogical strategies aligned with SDGs, ensuring that character values are internalized beyond normative understanding into real student behavior. Novelty: This research offers an empirical contribution by specifically examining SDGs-based character education integration strategies in Akidah Akhlak learning within a pesantren-based madrasah context, which remains underexplored.
Evaluating Vygotsky-Based Professional Development Models for Islamic Educators Alwy Ahmed Mohamed; Maisuna Mustapha Yahya; Muhammad Rehan Sabir
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.114

Abstract

In light of current pedagogical and technical problems, this study tackles the growing demand for effective teacher professional development (PD) models in Islamic education. Even while teachers have a crucial role as murabbi in influencing students' intellectual, moral, and spiritual growth, many professional development programs in Islamic institutions are still content-focused and lack a solid theoretical foundation. By analyzing the applicability and efficacy of Vygotsky's social constructivist theory as a framework for teacher professional development in Islamic education, this research aims to close this gap. The study aims to evaluate how Islamic educators' pedagogical competence and reflective practice can be enhanced through Vygotsky-based professional development models, specifically focusing on the concepts of the Zone of Proximal Development, scaffolding, and social interaction. The study employs a qualitative and conceptual research approach, including thematic analysis of pedagogical practices, as well as document analysis of current professional development programs, relevant literature, and Islamic educational sources. The results show that Vygotsky-based PD models are very compatible with Islamic educational ideas, including dialogic instruction, tarbiyah gradualiyyah, and collaborative learning (halaqah). These models support learner-centered teaching methods, professional collaboration, and enhanced instructional methodologies. The conversation emphasizes how incorporating social constructivist theory into Islamic teacher preparation promotes comprehensive education based on moral and spiritual principles while also enhancing pedagogical efficacy. The study comes to the conclusion that a workable and contextually appropriate framework for improving teacher preparation in Islamic education is provided by Vygotsky-based professional development.
Co-Authors Alwy Ahmed Mohamed Dewi Hasanah Inda Amelia Muhammad Rehan Sabir