JIE (Journal of Islamic Education)

Instilling Morals: Affective Value Formation Strategies in Islamic Education

Alan Wahyu Pratama — 2025-07-01

This study aims to analyze the strategies of Islamic Education teachers in instilling morals in students in order to form affective values. This study aims to identify the strategies implemented by Islamic Education teachers in instilling morals in students to develop affective values. The main focus of this study is to understand the extent to which the implemented strategies are able to foster noble character in students through the process of internalizing Islamic values. The research uses a qualitative case study approach, data collection techniques through interviews, observation, and documentation. The data analysis used is Miles and Huberman’s model: data reduction, data display, and conclusion drawing. The results of the study showed that the strategies used included habituation, role modelling, advice, and discipline. The habituation strategy was carried out through routine religious activities such as joint prayer and congregational prayer. The role model strategy was implemented by providing examples of good behaviour from teachers to students. The advice and discipline strategies were implemented through educational motivation and reprimands. The four strategies complement each other in shaping students' affective aspects, such as attitudes, interests, assessments, and character. The instillation of morals in this context aims for students not only to know the value of goodness cognitively but also to internalize and believe in it in everyday life. Teachers and school administrators need to design and implement strategies that are not only theoretical but also practical in students’ daily lives. Habituation through religious activities and teacher role-modeling can create a conducive learning environment for instilling values.

Building Innovation in Islamic Boarding School Learning through the Implementation of Educational Tools

Afiful Ikhwan — 2025-07-04

The phenomenon of stagnation in learning approaches in traditional Islamic boarding schools encourages the need for innovation to remain relevant in the digital era without abandoning the basic values of Islamic education. This study aims to examine the implementation of educational tools at the Darul Fikri Islamic Boarding School as part of learning innovation based on spiritual values and Islamic educational philosophy. This study uses a qualitative method with a case study approach through participatory observation and semi-structured interviews with female teachers and students. The results of the study show that traditional educational tools such as blackboards and yellow books still dominate in religious learning because they are considered effective in deepening understanding and fostering perseverance in learning. However, modern tools such as laptops and projectors are beginning to be used selectively for general subjects such as science and foreign languages to increase engagement and effectiveness in learning. Educators interpret these tools not as the main goal, but as a means or supporting means to help achieve the main values of Islamic boarding schools such as manners, closeness between teachers and students, and sincerity in learning. The conclusion of this study confirms that the integration of traditional and modern tools in Islamic boarding schools must remain based on Islamic spiritual and ethical values so as not to shift into secularization of education. The implication is that the wise use of educational tools can strengthen the quality of learning while maintaining the distinctive character of Islamic boarding schools. The limitations of this study lie in the scope that only covers one institution and has not compared similar implementations in other Islamic boarding schools. Therefore, further research is recommended to reach more institutions and evaluate the long-term impact of educational tool innovation on the formation of the character of students as a whole.

Technology-based Integrative Strategy in Improving Islamic Education Teachers Competence

Farhan Mahara — 2025-07-14

This study aims to describe the collaborative learning strategy based on Islamic values implemented by Islamic Education (PAI) teachers at Muhammadiyah 1 Senior High School Surakarta, to enhance pedagogical competence and strengthen students' character. The research employed a qualitative approach with a case study design. Data were collected through participatory observation, document analysis, and semi-structured interviews with seven key informants: the school headmaster, the vice headmaster for curriculum, and five subject teachers involved in interdisciplinary collaboration. Observations were conducted over one month during the learning process's planning, implementation, and reflection phases. The findings reveal that the formation of cross-subject teacher teams, microlearning, and routine reflective forums are the core strategies successfully implemented. These strategies strengthened the integration of Islamic values across all subjects and enhanced teachers' creativity and digital literacy. The active involvement of the headmaster as a transformational leader further supported a culture of innovation and collaboration within the school environment. The theoretical contribution of this study lies in its integrative, collaborative model grounded in Islamic values, which other schools with similar contexts can adapt. These findings highlight the importance of supportive leadership, flexible curricula, and technology as a medium for value-based education. This research encourages the development of value-based learning strategies within collaborative teaching practices as part of a broader character-based educational transformation.