The rapid advancement of digital technology has the potential to erode the character and morality of elementary school students through exposure to negative content on social media, particularly when not counterbalanced by a strong foundation of Islamic Religious Education (IRE). This study aims to analyze the role of IRE in shaping students' character, to identify shifts in student character in the digital era, and to explore students' experiences in participating in IRE learning at SDN 010 Bontang Utara. This study employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, IRE teachers, homeroom teachers, students, parents, education staff, and the school committee, and documentation study. Data were analyzed through data reduction, data display, and conclusion drawing, with trustworthiness established through credibility, transferability, dependability, and confirmability. The results indicate that IRE at SDN 010 Bontang Utara has contributed meaningfully to instilling values of honesty, responsibility, patience, empathy, and humility through methods adapted to grade levels, ranging from habituation and modelling in lower grades to reflective-dialogical approaches in upper grades. However, its effectiveness is still constrained by intense exposure to negative digital content, which triggers character shifts such as the use of coarse language, declining manners, and digital bullying, particularly among upper-grade students. Students' learning experiences of IRE are generally positive, yet a gap remains between instructional content and the digital realities students face daily. This study recommends strengthening a more contextual, adaptive, and digitally literate approach to IRE grounded in Islamic values, alongside closer synergy among teachers, parents, and the school ecosystem as a moral safeguard for the digital generation.
Nurully Kesuma Ningrum, St Nurhayati Ali, Dadang Sumarna et al.· International Journal of Edu...· 0 citations
The integration of humanistic learning theory and active learning has become increasingly important in promoting student-centered instruction within Islamic Religious Education (IRE). However, empirical evidence regarding how these complementary approaches improve students' academic achievement and classroom engagement in authentic school settings remains limited. This study investigates the implementation of humanistic theory integrated with active learning and examines its contribution to improving students' learning experiences and academic achievement in Islamic Religious Education. A qualitative case study was conducted at a public junior secondary school in South Sulawesi, Indonesia. Participants included the school principal, Islamic Religious Education teachers, homeroom teachers, and students who were purposively selected based on their involvement in the instructional process. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation, method triangulation, prolonged engagement, and member checking. The findings indicate that integrating humanistic principles with active learning creates a more democratic, interactive, and supportive learning environment that promotes student participation, self-confidence, conceptual understanding, collaboration, and academic achievement. Teacher pedagogical competence, positive classroom interaction, and learner-centered instructional practices emerged as important supporting factors, while limited instructional time, differences in students' readiness, and inadequate learning facilities remained major challenges. This study contributes to contemporary Islamic education by demonstrating that integrating humanistic learning with active learning provides an effective pedagogical framework for enhancing both academic achievement and holistic student development. The findings also offer practical guidance for teachers and educational policymakers seeking to strengthen student-centered learning in Islamic Religious Education.
Hasnita, Amir Patintingan, Muhammad Naim et al.· Journal of Education and Lea...· 0 citations