A Qualitative Study of Teaching Bahasa Indonesia with Integrated Islamic Values in an Indonesian Islamic Education Department

Abstract

The integration of Islamic values into higher education has become increasingly significant in Muslim-majority contexts, where education is expected to cultivate both intellectual competence and moral character. In Indonesia, Bahasa Indonesia serves not only as the national language but also as a medium for shaping identity, ethical awareness, and civic responsibility. However, limited empirical research has examined how Islamic values are systematically embedded in Bahasa Indonesia instruction within Islamic higher education. This qualitative case study investigates how lecturers in an Islamic Education Department integrate Islamic values into language teaching, the pedagogical strategies they employ, and the challenges and opportunities they encounter. Data were collected from six purposively selected lecturers through semi-structured interviews, classroom observations, and document analysis of syllabi and teaching materials. Thematic analysis with iterative coding and cross-source triangulation ensured credibility. Findings indicate that integration occurs through both explicit and implicit approaches. Explicit strategies include incorporating Qur’anic verses, Hadith, and ethically themed texts into language activities. Implicit integration is reflected in lecturers’ modeling of ethical conduct, classroom norms, and constructive feedback. Four key strategies emerged: moral text analysis, structured discussions, reflective writing, and project-based learning. While challenges include time constraints, material adaptation, and balancing linguistic and moral goals, the approach enhances engagement, supports holistic learning, and fosters ethical communication. The study underscores the transformative potential of Islamic-integrated language instruction in higher education.