Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: character education

  • Instilling spiritual intelligence values through Duha prayer and Juzz Amma activities in grade 4 of Nurul Chotib Islamic Elementary School.

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the process of instilling spiritual intelligence values through the implementation of Duha prayer and Juz Amma activities among fourth-grade students at Sekolah Dasar Islam Nurul Chotib. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, an Islamic Religious Education teacher, and fourth-grade students selected using purposive sampling. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that spiritual intelligence values are developed through three main processes: habituation, teacher guidance, and exemplary behavior. The Duha prayer activity fosters discipline, responsibility, independence, obedience, and awareness of worship, whereas the Juz Amma activity develops students’ love for the Qur’an, patience, perseverance, commitment, and self-control. The implementation of these religious activities contributes to strengthening students’ spiritual awareness and religious character through continuous practice in the school environment. This study implies that structured religious habituation can serve as an effective strategy for strengthening spiritual character in Islamic elementary schools. The originality of this study lies in its specific focus on integrating Duha prayer and Juz Amma activities as complementary media for cultivating spiritual intelligence among fourth-grade students.

    Keywords: spiritual intelligence, Duha prayer, Juz Amma, religious habituation, character education, Islamic elementary school

  • Strategies of Islamic Religious Education Teachers in Implementing Students’ Noble Character

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    This study aims to analyze the strategies employed by Islamic Religious Education (PAI) teachers in implementing students’ noble character (akhlak mulia), describe the implementation of affective learning in fostering students’ moral development, and identify the supporting and inhibiting factors encountered in the process at MTs Al Qodiri IV Jember. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers implement noble character education through exemplary behavior (uswah hasanah), religious habituation, advice (mau’idzah hasanah), and persuasive supervision. The implementation of affective learning reflects Thomas Lickona’s three dimensions of character education, namely moral knowing, moral feeling, and moral action, which are integrated into classroom instruction and religious school culture. Supporting factors include the pesantren-based environment, teachers’ commitment, and religious habituation programs, whereas inhibiting factors consist of digital media influence, peer pressure, and students’ diverse family backgrounds. This study contributes to the development of character education by presenting an adaptive strategy for integrating affective learning with Islamic values in a pesantren-based formal school, thereby enriching the discourse on Islamic character education in the digital era.