Character Formation through Inclusive Islamic Religious Education
Kata Kunci:
Character Formation, Inclusive Islamic Education, Islamic Religious Education, Inclusive Pedagogy, Student Character, Moral DevelopmentAbstrak
This study examines character formation through inclusive Islamic Religious Education (IRE) by analyzing how inclusive, value-centered, and empathetic teaching practices contribute to the development of students’ religious, social, and moral character. The study was conducted in the context of junior high school learning, where Islamic education is expected not only to transmit doctrinal knowledge but also to shape responsibility, discipline, empathy, tolerance, and ethical behavior. Using a quantitative correlational design, this research involved 75 students selected purposively. Data were collected using a validated Likert-scale questionnaire and analyzed through descriptive statistics, validity and reliability tests, and simple linear regression using SPSS version 26. The findings show that inclusive IRE learning methods were perceived positively by students, with a mean score of 4.26, while student character formation achieved a very good category with a mean score of 4.30. Regression analysis indicates a positive and significant influence of inclusive IRE learning methods on character formation, with a coefficient of determination (R²) of 0.375. This means that 37.5% of student character formation can be explained by the inclusive IRE methods applied in the classroom. The study confirms that character formation in Islamic education becomes stronger when teachers use inclusive strategies, empathetic interaction, contextual learning, value modeling, reflective dialogue, and social-emotional reinforcement. These findings contribute to the development of Islamic pedagogy that is not only cognitive but also spiritual, affective, social, and transformative.
Referensi
Afriyanto, D. T. A. (2024). Penguatan nilai karakter religius dalam pendidikan agama Islam di era digital. Jurnal Pendidikan Agama Islam, 21(1), 12-22. https://doi.org/10.14421/jpai.v21i1.7142
Carroll, T. K., Wang, L., & Delaine, D. A. (2018). A quantitative, pilot investigation of a service-learning trip as a platform for growth of empathy. 2018 World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2018. https://doi.org/10.1109/WEEF-GEDC.2018.8629666
Das, S. W. H., Halik, A., Dewi, P., Arsyad, M., Djamadi, S., Hamid, H., Rahman, A., & Maalah, M. N. (2022). Application of Character Education in Improving Islamic Education Learning Disciplines at SMP Negeri 2 Sengkang, Wajo Regency. Res Militaris, 12(2), 3464-3475.
Ferdinan, Nurhidayah, M., & Pewangi, M. (2025). Integration of Islamic Values in the Field of General Studies at SMP Unismuh Makassar: Evaluation of the Stake Countenance Model Approach. Educational Process: International Journal, 14. https://doi.org/10.22521/edupij.2025.14.59
Fihris, M. T., & Sari, N. A. H. (2023). Spiritual character development through religious education in modern schools. Jurnal Pendidikan Agama Islam, 20(2), 101-113. https://doi.org/10.14421/jpai.v20i2.8013
Hasanah, U. (2024). Tadabur alam sebagai pendekatan pembelajaran karakter di sekolah Islam. E3S Web of Conferences, 402, 1001. https://doi.org/10.1051/e3sconf/202340201001
Kimber, B., Sandell, R., & Bremberg, S. (2008). Social and emotional training in Swedish schools for the promotion of mental health: An effectiveness study of 5 years of intervention. Health Education Research, 23(6), 931-940. https://doi.org/10.1093/her/cyn040
Leon-Jimenez, S., Villarejo-Carballido, B., de Aguileta, G. L., & Puigvert, L. (2020). Propelling children’s empathy and friendship. Sustainability, 12(18). https://doi.org/10.3390/SU12187288
Mansir, F., Purnomo, M. E., Harto, K., & Hawi, A. (2021). Implementing Character Education in Madrasah. Jurnal Pendidikan Islam, 7(1), 77-94. https://doi.org/10.15575/jpi.v7i1.8449
Masturin, A. (2024). Evaluasi implementasi kurikulum karakter di madrasah. Nazhruna: Jurnal Pendidikan Islam, 8(2), 200-212. https://doi.org/10.31538/nzh.v8i2.1552
Miftahuddin, H., & Widodo, A. R. (2024). Model pendidikan karakter Islam berbasis nilai: Studi kasus di sekolah menengah. Cakrawala Pendidikan, 43(2), 224-235. https://doi.org/10.21831/cp.v43i2.66516
Rahmat, M., & Supriadi, U. (2016). The development of sufistic core character-based Quranic stories learning model in Islamic education for the improvement of the students’ behavior. Man in India, 96(12), 5099-5111.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a mindfulness-based school program for elementary school children. Developmental Psychology, 51(1), 52-66. https://doi.org/10.1037/a0038454
Sin, D. Y. E., Chew, T. C. T., Chia, T. K., Ser, J. S., Sayampanathan, A., & Koh, G. C. H. (2019). Evaluation of Constructing Care Collaboration: Nurturing empathy and peer-to-peer learning in medical students. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1740-6
Swan, P. (2021). The lived experience of empathic engagement in elementary classrooms: Implications for pedagogy. Teaching and Teacher Education, 102. https://doi.org/10.1016/j.tate.2021.103324
Syarnubi, H. N., & Farida, R. A. I. (2021). Peran budaya sekolah dalam internalisasi nilai karakter di madrasah. Jurnal Pendidikan Islam, 7(1), 88-102. https://doi.org/10.15575/jpi.v7i1.8449
Taja, N., Nurdin, E. S., Kosasih, A., Suresman, E., & Supriyadi, T. (2021). Character education in the pandemic era: A religious ethical learning model through Islamic education. International Journal of Learning, Teaching and Educational Research, 20(11), 132-153. https://doi.org/10.26803/ijlter.20.11.8
Xiang, D., Qin, G., & Zheng, X. (2022). The influence of student-teacher relationship on school-age children’s empathy: The mediating role of emotional intelligence. Psychology Research and Behavior Management, 15, 2735-2744. https://doi.org/10.2147/PRBM.S380689
