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INDONESIA
IRJE (Indonesian Research Journal in Education)
Published by Universitas Jambi
ISSN : -     EISSN : 25805711     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
Arjuna Subject : -
Articles 372 Documents
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Analyzing the integration of Islamic character values into primary school curricula in Aceh Mukhlis, Mukhlis; Satori, Djam’an; Prihatin, Eka; Suryadi, Suryadi
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.52508

Abstract

This study aims to analyze the integration of Islamic character values into the primary school curriculum in Pidie Jaya, Aceh, and to propose a conceptual framework for systematically embedding these values within educational practices. A qualitative case study approach was employed, involving in-depth interviews with school principals, teachers, education officers, and students, as well as classroom and school observations, and the analysis of documents such as lesson plans, syllabi, and school programs. The findings show that Islamic values such as honesty, discipline, responsibility, religiosity, cooperation, respect, and cleanliness are integrated across subjects, daily routines, and school culture. Teachers play a pivotal role through contextual teaching, role modeling, and practices like prayers and Qur’anic recitation. Strong school leadership, governance, and collaboration with parents and community institutions further support the development of character. However, challenges persist, including variations in teacher competence, limited resources in rural areas, and inconsistent reinforcement at home. The study recommends strengthening teacher professional development, enhancing parental engagement, and integrating digital moral literacy.
How religious education policies work in practice: An empirical model from a school Qur’anic program in Indonesia Muamar, Aam; Permana, Johar; Meirawan, Danny; Prihatin, Eka
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.52511

Abstract

This study investigates the implementation of religious education policies through an empirical analysis of a Qur'anic program (Sekolah Mengaji) in Indonesia. Using a qualitative research design, the study incorporates in-depth interviews with Islamic Religious Education teachers and observations in seven public junior secondary schools in Bandung regency. The findings reveal that religious education policy is enacted through a multi-layered process influenced by teacher agency, school culture, family involvement, and governance, rather than a direct translation of formal regulations. While policy implementation yielded positive outcomes in Qur'anic literacy and religious habituation, deeper character internalization remained inconsistent and context dependent. Key mechanisms such as teacher role modeling, interpersonal relationships, and instructional discretion were identified as central to linking policy intentions with daily practices. This study offers a model for understanding policy implementation variation across schools and contributes to the scholarship by focusing on the practical mechanisms that shape religious education policies.

Page 38 of 38 | Total Record : 372

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