The Implementation of IMTAQ Continue Based on Tanjung Luar Coastal Local Wisdom as a Strategy for Fostering Students’ Science and Technology Competence: A Case Study at MTs Nurul Ihsan NW

Muhammad Syukri (STIT Palapa Nusantara Lombok NTB, Indonesia)
Nasri Nasri (STIT Palapa Nusantara Lombok NTB, Indonesia)

Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Vol 8 No 3 (2026): JULY

Although integrated faith-based educational programs have strong relevance for developing holistic 21st-century learners, empirical studies examining the integration of Islamic values, coastal local wisdom, and science–technology competence remain limited. This study aims to analyze the implementation of the IMTAQ Continue Program based on Tanjung Luar coastal local wisdom, its contribution to students’ science and technology competence, and the supporting factors, challenges, and improvement strategies at MTs Nurul Ihsan NW. A qualitative case study design was employed, involving teachers, students, principals, and community members selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis and were analyzed using thematic analysis. The findings indicate that the IMTAQ Continue Program is implemented through an integrated learning model that connects Islamic teachings with coastal environmental contexts and science–technology instruction. The program enhances students’ scientific literacy, learning motivation, environmental awareness, and responsible digital behavior while strengthening their moral and spiritual foundations. These outcomes are supported by strong institutional leadership, teacher role modeling, student engagement, and community participation. However, challenges remain in relation to student heterogeneity, limited instructional time, digital distractions, and family involvement. This study concludes that the IMTAQ Continue Program plays an important role in fostering balanced scientific, technological, and religious competencies among students. The findings contribute to the literature on integrated Islamic and contextual education and provide practical implications for strengthening curriculum integration, school–family–community collaboration, and technology-based learning innovation. Future research is recommended to employ mixed-methods and comparative designs across diverse educational contexts.