Islamic Educational Values in Naqsyabandiyah Thoriqot Jabal Kubis

General Background: Character education is essential for fostering responsible decision-making and harmonious living among students in society. Specific Background: In Indonesia, the role of Islamic religious education (IRE) is critical in shaping the ethical and moral foundation of the nation’s youth, yet its implementation across various educational contexts remains inconsistent. Knowledge Gap: Despite the recognized importance of IRE, limited research addresses its impact on character development within specific educational institutions. Aims: This study investigates the character formation facilitated by Islamic religious education at SDI Plus Imam Muslim, examining both the positive outcomes and the challenges faced in this process. Results: Utilizing a qualitative approach, data collected through observations, interviews, and document analysis reveal that the IRE program at SDI Plus Imam Muslim has effectively integrated Islamic values into students' daily lives, leading to improved character traits such as respect and discipline. Novelty: This research highlights specific practices within IRE, such as communal prayer and daily rituals, that significantly contribute to character development. Implications: The findings underscore the need for ongoing evaluation and enhancement of IRE programs to overcome existing challenges and optimize character formation, suggesting that religious-based interventions can serve as effective tools for fostering moral and ethical behavior in students. Highlights: Islamic values enhance daily character formation in students. Continuous evaluation optimizes character education effectiveness. Qualitative research uncovers stakeholder perceptions and motivations. Keywords: Character education, Islamic education, student development, qualitative research, moral values.

This study investigates the importance of character education on Emirati students’ morality and character development and explores the essential role that teachers play. Character can be defined as a set of personal qualities and traits that guide people’s conduct. It is worth noting that before defining character education, it should be mentioned that it can be referred to character education in different terms, such as, moral reasoning, moral/values education, the teaching of virtues to name a few. Character education is the big umbrella that covers all teaching and learning that take place for the sake of character development. However, educators and parents believe that it is crucial to educate children to adhere to the morals and values of the society. Hence, one of the most important aims of schools is to develop children intellectually and morally to be good members in their societies. It is asserted by McClellan (1999) that the main target of establishing schools is to inculcate moral values in children. Lickona (1989, p. 6) has demonstrated that, “down through history, in various countries, education has had two great goals: to help young people become smart and to help them become good”. In other words, the education system’s main aim is to develop pupils in two main aspects, intellectual and moral. Building good character is a crucial topic in most societies due to its major impact on the whole community. A person’s character starts developing during childhood and continues to develop through all of his life. Thus, a big responsibility is given to parents to help their children develop appropriate morals and virtues (Boyer, 1995). On the other hand, schools have the lion’s share in developing children’s characters since children spend quite some time at schools on a daily basis. Teachers’ significant role in character education is obvious. According to Henson (2001), parents and teachers are united, but their roles are disjointed in the development of character. In this light, teachers are expected to provide learners with a set of core virtues and morals in a healthy and safe school climate where they can build and develop their characters. Teachers provide them with the intellectual equipment that help develop a sense of wisdom in their life. Unfortunately, there is a dearth of studies that address character education in the UAE schools, especially, in the private sector where it is highly required due to the fact that there are numerous cultures at these schools including the teachers themselves. This study with its mixed method design targeted two International British schools. Quantitatively, three kinds of questionnaires were used to explore the perceptions of parents, teachers and students on the Emirati students’ morality and character development in International schools. For the qualitative phase that followed the quantitative part, interviews were held individually with the participants including teachers, parents and students selected to talk about their perspectives on character education in these schools.

Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character (character education, moral education) and educating for citizenship (citizenship education, civic education) are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship skills and dispositions. Moreover, these outcomes overlap and cut across the fields of moral, character and citizenship education.

Character education plays a critical role in shaping students’ values and behaviors, serving as a preventive measure against social issues such as promiscuity. In Merauke, a region with distinct cultural and social dynamics, addressing adolescent behavior through character development is essential. This qualitative study employed a case study design to explore the impact of character education on preventing promiscuity among high school students in Merauke. Conducted in 2023, the research involved students, parents, and teachers at a local high school. Data were gathered through in-depth interviews and direct observations, then analyzed thematically to examine the roles of educators and families in guiding students’ moral development. Findings indicate that effective character education—integrating moral values, ethics, and social responsibility—significantly contributes to reducing risky behaviors among students. Collaboration between schools, parents, and communities enhances the effectiveness of these programs. Participants reported noticeable improvements in students’ sense of responsibility and decision-making. However, challenges such as limited parental awareness and the pervasive influence of technology hinder optimal outcomes. The study highlights the importance of tailoring character education to the unique cultural context of Merauke. To address ongoing challenges, greater efforts are needed to involve families and integrate local values into the curriculum. Strengthening character education holistically may offer a sustainable strategy for mitigating adolescent promiscuity in the region.

The significance of Islamic religious education in shaping children's character is paramount in contemporary society. This study aims to explore the transformative impact of Islamic education on children's moral and spiritual development, utilizing a comprehensive analysis that integrates psychological and spiritual perspectives. A mixed-method approach combining literature review and empirical research elucidates how Islamic education fosters moral reasoning, empathy, and self-regulation among children while nurturing a profound spiritual connection and inner transformation. Here are the steps: 1) Literature Review: Start by compiling a comprehensive literature review about the importance of Islamic religious education in forming children's character. Please focus on the psychological theories that support this argument and their relationship to aspects of spirituality. 2) Empirical Research: conducting empirical research to support the claim. Use appropriate research methods such as surveys, interviews, or observations to collect relevant data from respondents from various backgrounds and ages. The findings underscore the holistic nature of Islamic education in equipping children with the ethical fortitude, emotional resilience, and spiritual consciousness necessary to navigate life's challenges with integrity and purpose. Our research findings demonstrate how Islamic education fosters moral reasoning, empathy, and self-regulation among children while nurturing a deep sense of spiritual connection and inner transformation. By integrating psychological insights with spiritual teachings, Islamic education offers a holistic approach to character development, equipping children with the ethical fortitude, emotional resilience, and spiritual consciousness necessary to navigate life's challenges with integrity and purpose.

The general background character education plays a crucial role in shaping moral and ethical behavior in students, particularly within primary education settings. In Islamic educational institutions, there is a notable emphasis on integrating religious values into character development, with a focus on habituation practices to reinforce these values among students. However, there is limited empirical research that specifically examines the effectiveness of Islamic habituation as a method for strengthening religious character in primary education. This study aims to explore the implementation and impact of Islamic habituation on religious character formation among students at Muhammadiyah 1 Sidoarjo Elementary School. Findings reveal that the systematic application of Islamic habituation, including practices such as daily prayers, gratitude, and the 5S culture, significantly enhances students' moral behavior and engagement in religious activities. This research contributes to the existing body of knowledge by providing evidence of the positive outcomes of religious habituation in an educational context, emphasizing its role in character education. The results suggest that integrating Islamic habituation into primary education not only fosters individual moral development but also promotes a supportive community environment conducive to religious learning, thereby reinforcing the importance of character education within the broader educational framework. Highlights: Systematic Islamic habituation practices enhance students' moral behavior. Integration of religious values fosters a supportive community environment. Empirical evidence contributes to the understanding of character education in Islamic contexts. Keywords: Islamic Education, Character Formation, Habituation, Primary Education, Moral Development

Character education is a pivotal element in fostering moral and ethical values among students. This study explores the synergistic impact of parental and community involvement in character education within schools. Using a qualitative phenomenological approach, data were collected through in-depth interviews, participant observations, and document analysis across three schools in diverse socio-economic settings. The findings reveal that parental involvement, such as reinforcing values at home and participating in school activities, significantly enhances students' moral development. Likewise, community engagement through mentorship, resources, and local partnerships provides a supportive environment for instilling positive character traits. However, challenges such as conflicting values, limited time, and communication gaps were identified as barriers to effective collaboration. This research underscores the importance of an integrated approach, aligning efforts between parents, community members, and educators to optimize character education outcomes. The study highlights practical strategies and theoretical contributions, advocating for enhanced communication and joint initiatives to nurture students' character development.

Character and moral education of children plays a crucial role in shaping a quality person. This research aims to analyze the role of parents in children's character and moral education in Rotonongo Hamlet, Gerdu, Karangpandan. This hamlet was chosen because its unique social and cultural context can provide in-depth insights into how the local environment influences children's character and moral development. A qualitative approach was used in data collection, through observations and interviews to understand parental behavior, values instilled, and character education strategies in the family environment. The results of the study are expected to provide a better understanding of the relationship between the role of parents and children's character education in Rotonongo Hamlet, as well as its implications for the development of effective character education programs that are appropriate to the local context. The conclusions of this study are expected to provide valuable contributions to efforts to improve the morality of the younger generation through the role of parents in the family environment.

Introduction. Building morality through education has become an increasingly crucial area of research, particularly in light of the challenges posed by today's complex social environment. Recent global studies reveal that approximately 40% of countries report a significant decline in student morality, underscoring the urgent need for character education. Factors such as character education, the learning environment, and student motivation play vital roles in shaping moral values. This study aims to examine these factors' direct and indirect effects on the moral development of high school students. By understanding these intricate relationships, educators and policymakers can develop more effective educational programs that promote moral growth, helping teachers and schools implement strategies to strengthen students' moral foundations. Study participants and methods. This research was conducted on senior high school students. A random sampling technique was employed to select 95 students from the school's population, ensuring homogeneity and equal opportunity for participation. Data was collected using a Likert scale questionnaire and validated for reliability and validity through pre-tests. Three items in the character education variable were found invalid and excluded from the final questionnaire. Results. The findings indicate that Character Education and Learning Environment significantly influence Motivation, with path coefficients of 0.456 and 0.397, respectively. Moreover, Motivation positively affects Morality, with a coefficient of 0.287, suggesting that higher motivation levels contribute to stronger moral development. Character Education emerges as the most influential factor, directly impacting Morality with a substantial coefficient of 0.545. The Learning Environment also positively influences Morality, though to a lesser extent, with a coefficient of 0.192. Motivation is a mediating variable that enhances the effects of character education and the learning environment on morality, although the indirect effect is relatively modest. These results underscore the critical role of Character Education in promoting moral development, both directly and through its influence on Motivation. Conclusion. Character education and a supportive learning environment significantly impact student motivation, which mediates the development of morality. Educational programs that enhance moral development should focus on strengthening character education and creating positive learning environments.

MELANIE KILLEN and JUDITH G. SMETANA (Eds.) Handbook of Moral Development Mahwah, NJ: Lawrence Erlbaum, 2006, 808 pages (ISBN 0-8058-4751-0, US$195.00 Hardcover) Reviewed by MICHAELW. PRATT This is a big book on a big topic. Editors Melanie Killen and Judith Smetana have solicited 26 chapters on the topic of moral development, including many of the key authors and researchers currently working in the field. While the editors themselves share the perspective of theory, the breadth of the current volume is much wider. Indeed it provides a representative overview of work ranging across the entire landscape of moral development research today. The 26 chapters are organized into six sections: structuralism and moral stages, social domain theory, conscience development and internalization, social interactional and comparative approaches, emotions and empathy, and moral education. In general, each chapter reviews recent work on a particular topic within these six areas, provides a theoretical context and overview of the research and typically discusses the author(s)' own research program in detail. Many of the chapters also consider, if only briefly, ideas and prospects for future research as well. The chapters are thus up-to-date, generally well-written, and approachable for advanced students and scholars within the field. This volume is timely in many ways. The field of moral development was dominated for many years by the seminal work of Lawrence Kohlberg, who followed on the early research of Jean Piaget on children's moral thinking, and elaborated a sequence of six stages of moral reasoning development. Over the past 15 years, however, the dominance of this cognitive developmental model has been challenged in a variety of ways, and the field has been moving toward a greater diversity of perspectives on how people understand, feel, and behave regarding matters of right and wrong. In general, moral development over the past two decades since Kohlberg has come to be seen as more complex in nature and as involving many more strands that connect it as a domain to other research in developmental psychology. Much of this vigorous new work and diversity is captured in the contributions to this volume. Researchers have been probing ways in which moral development is connected to the wider field of developmental psychology, and trends in the broader field of development are clearly recognizable here. There are chapters on early moral development in very young children, on the development of emotion and emotion regulation in the moral domain, on the biological bases of morality, and on education and character development, much of which would have been outside the scope of traditional moral reasoning research. As an example, a theme that is particularly strongly represented in this volume (albeit one which was also of great interest to Kohlberg), focuses on the relations of culture and moral development. Here, however, this topic is treated from several different viewpoints: from the social domain perspective (Helwig, Wainryb), the sociocultural perspective (Tappan), the perspective of cultural psychology (Miller), and that of anthropology (Fry). It is simply not possible for me to review the many fine chapters in this volume in any detail here, so I must mention only a few representative chapters that I found especially interesting, and encourage readers to sample the wider volume as a whole themselves. The introductory chapter (Chapter 1) by Elliot Turiel provides an overview of issues within the field from the perspective of social domain theory (which holds that children and adults distinguish the type of reasoning they apply depending on the interactional domain involved - moral, conventional, or personal matters). Turiel ties this model to its Piagetian roots, and discusses important current controversies regarding the role of culture, of emotion, and of intuition versus reflection in moral development. …

This journal explores the crucial role of Islamic religious education in forming character starting in the younger generation. Islamic religious education plays an important role in forming the noble character of the younger generation, through the teachings of morals, ethics and Islamic values, students are given a frame of mind to develop good and responsible behavior. Islamic religious education also provides guidance on piety, justice and empathy, which are essential for building a positive personality. By immersing themselves in Islamic religious values, the younger generation can become individuals who have integrity, independence and a sense of caring for others. Apart from that, Islamic religious education can help form an attitude of tolerance and respect for diversity, creating a harmonious and inclusive social environment. This research uses a literature analysis and empirical research approach, the author identifies the positive impact of Islamic religious learning on the development of morals, ethics and personality values in students. This article also highlights the challenges and opportunities in integrating Islamic religious teachings with character education in the context of modern education. The research results show that the effective implementation of Islamic religious education can make a significant contribution to the formation of noble character, providing a strong moral foundation for the younger generation to face the complex challenges of today's life.

This study aims to examine the concept of the educational environment in the Qur'an and Hadith, highlighting how Islamic teachings shape an environment that supports the development of knowledge, character, and ethics. The study also discusses the roles of the family, school, and society in creating an educational environment that aligns with Islamic principles. Data were collected through a literature review using tafsir and hadith approaches to uncover the educational implications in Islamic teachings. The findings indicate that the educational environment in Islam focuses not only on academic aspects but also on the development of ethics and a deep spiritual connection with Allah. Furthermore, the Islamic education system promotes inclusivity and justice, providing equal rights for every individual to acquire knowledge. This research is expected to offer new insights into the application of education based on Islamic values in the modern world.

Countries recognize that character and citizenship education are vital factors in developing the most significant human resources. There are many challenges both to policies and to the implementation of character education and citizenship in schools. This study aims to investigate students' character development in terms of values and moral education by analyzing the 2013 curriculum of Indonesian citizenship education. The citizenship education curriculum has introduced new terms such as civics, state citizenship education, Pancasila moral education, Pancasila education and citizenship education, civic education, and Pancasila education and citizenship. This study looked at and critically analyzed the relevant literature on Indonesia's citizenship education. It is concluded that Citizenship Education aims at developing civilizations in Indonesia, in particular, the building of a nation's character, by achieving diverse objectives in order to attain the national goals. Therefore, citizenship education is undeniable learning that must be taught at all levels of education, whether at elementary, secondary or tertiary level. In addition, Citizenship Education plays a significant role through curricular programs in both formal and non-formal education institutions. Citizenship Education as a socio-cultural movement, acts as a vehicle for citizens' self-actualization, both individually and in groups, by emphasizing rights, obligations, and the socio-cultural context, through direct and responsible active participation.

Character education aims to instill good moral principles in students so they can use them in their everyday lives. One educational system that aims to produce noble souls is pesantren. Character education in pesantren can make a significant contribution to students' moral development. To achieve the best results for the character development of the students, character education in the pesantren is carried out using a multidisciplinary approach. Students' moral development can benefit greatly from character education in the classroom. Finding out how character education is applied at Pondok Pesantren Miftahul Falah Mataram Baru in East Lampung, Indonesia, is the aim of this study. Teachers, administrators, students, and the neighborhood surrounding the pesantren served as the trusted informants who controlled the information and provided the necessary data. Data collection was done through interviews, observation, and documentation. Data analysis was carried out in several stages, namely, data collection, data reduction, and drawing conclusions. The results of this study indicate that the implementation of character education at Miftahul Falah Islamic Boarding School is carried out using several methods, namely exemplary, habituation, and giving advice or direction.

This study aims to examine in depth the influence of character education on the moral development of elementary school students. Character education is a systematic effort to instill moral values ​​in students in order to form individuals who have noble character, are responsible, and are able to make ethical decisions in everyday life. In the context of elementary education, moral development is an important foundation for the formation of students' character and personality from an early age. This study uses a qualitative approach with a case study method implemented in one of the public elementary schools. Data collection techniques were carried out through observation of learning activities, in-depth interviews with teachers and students, and documentation of school activities related to character values. The results of the study showed that character education that is implemented in a planned and sustainable manner, both through positive habits, teacher role models, and integration of moral values ​​into subjects, is able to significantly encourage students' moral development. Students showed improvements in aspects of responsibility, honesty, respect, tolerance, and social concern. In addition, the active involvement of teachers and a supportive school environment also played a role in strengthening the internalization of these values ​​in students. This finding is in line with Lickona's (1991) view which emphasizes that character education not only forms good behavior, but also develops children's moral and emotional capacities holistically. Therefore, character education needs to be an integral and strategic part of the elementary school curriculum in order to form a young generation that is ethical, responsible, and has high integrity.