Integrating Islamic Moral Values into Holistic Education: A Systematic Character Development Model in Indonesian Junior High Schools

Maulida, Ifa
Prasetiya, Benny
Ghanib, Muhammad Faizal A

Journal of Islamic Education Research
Vol. 6 No. 4 (2025): Journal of Islamic Education Research

This study aims to analyze how Islamic moral values are integrated into holistic education through a systematic character development model in Indonesian junior high schools, specifically at SMP Muhammadiyah 1 and SMP Integral Hidayatullah Probolinggo. Using a qualitative descriptive method, data were collected through classroom observations, interviews with teachers, students, and parents, and documentation review. The results reveal four mechanisms of internalization: (1) classroom-based value reinforcement, (2) ritualized religious habituation through shalat dhuha, Qur’an recitation, and halaqah mentoring, (3) everyday moral habits and peer influence, and (4) cross-context reinforcement between school, home, and community. Three forms of student resistance were identified: silent compliance, moral fatigue, and peer counter-culture. The discussion highlights that moral internalization is most effective when values are practiced, reflected upon, and supported collaboratively across environments. The conclusion emphasizes that sustainable moral education requires integrative, experiential, and ecological collaboration among all educational stakeholders. Penelitian ini bertujuan untuk menganalisis bagaimana nilai-nilai moral Islam diintegrasikan ke dalam pendidikan holistik melalui model pengembangan karakter sistematis di sekolah menengah pertama, khususnya di SMP Muhammadiyah 1 dan SMP Integral Hidayatullah Probolinggo. Dengan menggunakan metode kualitatif deskriptif, data dikumpulkan melalui observasi kelas, wawancara dengan guru, siswa, dan orang tua, serta telaah dokumen. Hasil penelitian menunjukkan empat mekanisme internalisasi: (1) penguatan nilai di kelas, (2) pembiasaan religius melalui shalat dhuha, tilawah Al-Qur’an, dan mentoring halaqah, (3) pembiasaan moral sehari-hari dan pengaruh teman sebaya, serta (4) penguatan lintas konteks antara sekolah, rumah, dan masyarakat. Tiga bentuk resistensi siswa ditemukan: kepatuhan semu, kelelahan moral, dan budaya tandingan teman sebaya. Pembahasan menegaskan bahwa internalisasi nilai paling efektif ketika nilai-nilai dipraktikkan, direfleksikan, dan diperkuat secara kolaboratif. Kesimpulan menyatakan bahwa pendidikan moral berkelanjutan membutuhkan pendekatan integratif, reflektif, dan ekologis lintas pemangku kepentingan pendidikan.