INTEGRATING QUR’ANIC AND HADITH VALUES IN PRIMARY CIVIC EDUCATION: IMPLEMENTATION, CHALLENGES, AND SHALIH–MUSLIH
Article Sidebar
-
Civic Education, Exemplary Pedagogy , Shalih–Muslih
Abstract
Character education plays a crucial role in responding to contemporary challenges such as declining integrity and weakening social cohesion. This study aims to examine teachers’ understanding of social and civic values rooted in the Al-Qur’an and Hadith and to explore how these values are implemented in the teaching and learning process at the elementary school (SD/MI) level. In addition, the study investigates the challenges and future prospects of developing Shalih–Muslih character among students. A descriptive qualitative approach was employed, with data collected through semi-structured interviews involving two elementary school classroom teachers. The findings reveal that teachers perceive social and civic values as shared responsibilities and moral obligations grounded in the Islamic principle of ta’awun, as stated in QS. Al-Maidah verse 2. The implementation of these values is primarily carried out through role modeling, habituation, and authentic action-based learning activities, which encourage positive attitudes and active student participation. However, the integration of social and civic values in learning faces several challenges, including differences in emphasis between religious and general curricula and the limited application of holistic pedagogical approaches. Despite these constraints, teachers recognize significant opportunities to strengthen character education through curriculum integration and improved instructional strategies. This study concludes that Islamic education should aim to develop students who are Shalih (spiritually virtuous) and Muslih (socially transformative), enabling them to contribute positively to social life and national development.
Full text article
References
Alnashr, R., Abdullah, S., & Mahmud, R. (2024). Teacher’s role in Character Education. Journal of Islamic Education, 15(2), 77–92. https://doi.org/10.1080/14780038.2024.1987659
Ardi. (2024). Mewujudkan Pendidikan Islam Berkualitas: Integrasi Nilai Qur’an Dan Hadist Dalam Kurikulum PAI. Praksis: Jurnal Pendidikan, Budaya, dan Literasi, 1(2), 57–66. https://doi.org/10.71260/jpal.v1i2.43
Arthur, J. (2024). Civic Responsibility and Moral Development: Implications for Education. Journal of Moral Education, 53(1), 65–80. https://doi.org/10.1080/03057240.2024.2001245
Banks, J. A. (2023). Social Values and Civic Education in Contemporary Schooling. Journal of Social Education, 27(1), 45–62. https://doi.org/10.1080/00933104.2023.1983210
Basri, H. (2025). Implementation of Character Education in Islamic Religious Education Learning. Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman, 12(2). https://doi.org/10.24952/di.v12i2.13695
Berkowitz, M. (2022). What works in character education: Research perspectives. Journal of Moral Education, 51(2), 123–140. https://doi.org/10.1080/03057240.2022.2041171
Biesta, G. (2021). World centred Education: a View for the Present. Routledge. https://doi.org/10.4324/9780429202374
Biesta, G. (2024). Ethics and Educational Theory. Educational Philosophy and Theory, 56(1), 1–12. https://doi.org/10.1080/00131857.2024.1984321
Campbell, E. (2024). Character Education in Contemporary Schooling. Journal of Moral and Ethical Education, 12(2), 101–118. https://doi.org/10.1080/14780038.2024.1989432
Cooling, T. (2024). Faith based Character Education. British Journal of Religious Education, 46(2), 210–226. https://doi.org/10.1080/01416200.2024.1987654
Fahrurrozi, F., Qomar, M. Q., & Sokip, S. (2025). Implementation of Character Education based on Islamic Values at Madrasah Tsanawiyah. Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman, 14(2), 345–362. https://doi.org/10.54437/urwatulwutsqo.v14i2.2091
Floridi, L. (2023). Ethics in Educational Technology. Philosophy & Technology, 36(1), 45–60. https://doi.org/10.1007/s13347-023-00524-1
Gampu, G., Pinontoan, M., & Sumilat, J. M. (2022). Peran Lingkungan Sekolah terhadap Pembentukan Karakter Disiplin dan Tanggung Jawab Siswa. Edukatif?: Jurnal Ilmu Pendidikan, 4(4), 5124–5130. https://doi.org/10.31004/edukatif.v4i4.3090
Haerudin, D. A. (2025). Religious Education in Forming Students’ Character. Edukasi Islami: Jurnal Pendidikan Islam, 14(1), 1–15. https://doi.org/10.30868/ei.v14i01.8132
Hairani, E., & Conermann, S. (2025). Internalization of Islamic values as the Foundation of Students’ Digital ethics: a Case Study of Character Education at Al Fajar Islamic Senior High School. Jurnal Asy Syukriyyah, 26(2), 227–247. https://doi.org/10.36769/asy.v26i2.911
Halstead, J. M. (2023). Education and the Cultivation of Civic Morality in Islamic Contexts. Journal of Beliefs & Values, 44(1), 23–38. https://doi.org/10.1080/13617672.2023.1896543
Hassan, R. (2024). Moral Consciousness and Social Collaboration in Islamic Education. Journal of Islamic Education Research, 9(2), 55–71. https://doi.org/10.1080/14780038.2024.1985321
Hidayat, D. (2023). Integration of Islamic Values into Civic Education. Journal of Educational Practice, 14(1), 55–70. https://doi.org/10.1080/14780038.2023.1987658
Hidayat, K. (2021). Pendidikan Islam dan Penguatan Karakter Kebangsaan. Jurnal Pendidikan Islam, 10(1), 1–16. https://doi.org/10.14421/jpi.2021.101.01
Islamy, M. R. F. (2024). Fostering Religiosity and Social Character through Islamic Educational Programs in the Context of Society 5.0. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 27(2), 370–393. https://doi.org/10.24252/lp.2024v27n2i7
Kamali, M. H. (2018). Ethics and Morality in Islam. Journal of Islamic Ethics, 2(1–2), 1–14. https://doi.org/10.1163/24685542-12340003
Killen, M. (2023). Moral Development in Diverse Societies. Journal of Moral Development, 12(1), 23–45. https://doi.org/10.1080/14780038.2023.1987656
Killen, M., & Smetana, J. G. (2022). Moral Development in Contexts. Human Development, 66(3), 161–168. https://doi.org/10.1159/000525765
Kimmons, R. (2024). Ethics in Digital Learning Environments. Computers & Education, 182, 104491. https://doi.org/10.1016/j.compedu.2024.104491
Krettenauer, T. (2023). Honesty, Responsibility, and Social Solidarity in Education. Ethics and Education, 18(1), 1–20. https://doi.org/10.1080/17449642.2023.1987654
Kristjánsson, K. (2021). The Virtue of Integrity. Oxford University Press. https://doi.org/10.1093/oso/9780198841454.001.0001
Lichtman, M. (2023). Qualitative Research in Education: a user’s Guide (4th ed.). Routledge. https://doi.org/10.3390/educsci15070910
Livingstone, S. (2023). Digital Technology and Moral Education. Learning, Media and Technology, 48(2), 120–136. https://doi.org/10.1080/17439884.2023.1987645
Memon, N. (2023). Integrative Approaches to Character Formation in Islamic Education. Religions, 14(5), 200. https://doi.org/10.3390/rel14050200
Mukti, A., Ramadhani, R., & Nurdin, S. (2023). Pendidikan Karakter Qur’ani. Al-Tarbawi: Jurnal Pendidikan Islam, 16(1), 1–15. https://doi.org/10.24235/altarbawi.v16i1.9876
Mulyana, E. (2025). Integrating Social Studies Curriculum with Character Education. The Journal of Academic Science, 2(9). https://doi.org/10.59613/64t8j673
Niyozov, S. (2024). Early Moral Education in Islamic Schools. Journal of Moral and Ethical Education, 11(1), 1–20. https://doi.org/10.1080/14780038.2024.1987654
OECD. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing. https://doi.org/10.1787/eag-2021-en
OECD. (2021). Global Competence for an Inclusive World. OECD Publishing. https://doi.org/10.1787/9789264305354-en
Sahin, F. (2024). Moral Habit Formation in Elementary Education. Education Sciences, 14(3), 156. https://doi.org/10.3390/educsci14030156
Segaran, M. K., & Moltudal, S. H. (2025). A Qualitative Descriptive Study of Teachers’ Beliefs and Practices in Elementary Education. Education Sciences, 15(7), 910. https://doi.org/10.3390/educsci15070910
Setyowulandari, R. (2025). How is Character Education in the Formation of Morals in Elementary Schools? Jurnal Al Burhan, 5(1), 1–? https://doi.org/10.58988/jab.v5i1.370
Sockett, H. (2023). Educators as Moral Exemplars. Teachers and Teaching, 29(4), 451–467. https://doi.org/10.1080/13540602.2023.1987656
Sodik, H., Wahyudi, S., Anwar, M., Shulhan, & Jamila, L. (2025). Membentuk Moral Anak melalui Pendidikan Karakter Islam. Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini, 8(1), 1–110. https://doi.org/10.25299/ge.2025.vol8(1).21581
Syahrizal, A. (2025). Curriculum and Classroom Implementation of Islamic Character Education. Jurnal Pendidikan Islam, 14(1), 45–60. https://doi.org/10.31004/jpi.2025.1401
Taylor, R. D. (2022). Promoting Positive Youth Development through Social and Emotional Learning. Child Development, 93(2), 611–620. https://doi.org/10.1111/cdev.13713
Thapa, A. (2021). A Review of School Climate Research. Review of Educational Research, 91(4), 545–581. https://doi.org/10.3102/00346543211013212
Twenge, J. (2025). Digital Media, Self Control, and Morality in Youth. Journal of Adolescence, 103, 98–112. https://doi.org/10.1016/j.adolescence.2025.01.012
Veugelers, W. (2021). Education for Democratic Intercultural Citizenship. Intercultural Education, 32(2), 107–119. https://doi.org/10.1080/14675986.2020.1867141
Wibowo, Y. R., & Hidayat, N. (2022). Pendidikan Karakter dan nilai Cipta, Rasa, Karsa. Jurnal Pendidikan Karakter, 12(1), 45–58. https://doi.org/10.21831/jpk.v12i1.51234
Zarkasyi, H. F. (2021). Islamic Worldview and Civic Responsibility in Indonesian Education. Tsaqafah, 17(2), 233–252. https://doi.org/10.21111/tsaqafah.v17i2.6563
Authors
Copyright (c) 2026 Syaicha Akmala, Mufatihatut Taubah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
