Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

Abstract

The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.

Construction of Integrated Islamic School Identity

“…Meanwhile, studies on integrated Islamic schools are often entrenched in history (Kurniawan and Ariza 2020, Lubis 2018, Suyatno et al 2020), ideology (Ramadhani 2021, Suyatno 1970, curriculum (Habib 2020, Rojii, Istikomah, Aulina et al 2019, and image (Asiah andIsnaeni 2018, Nurwahyudi 2016) apart from the problem of identity. These data make the discussion about the identity of integrated Islamic schools inadequate because history, curriculum, and image should all begin with the affirmation of identity.…”

“…The landscape of Islamic education in Indonesia can be divided into three forms: pesantren, madrasah, and Islamic schools (Steenbrink 1994, Subhan 2012, Suyatno, Hayati and Wantini 2020). All three forms of the institution of Islamic education are an important medium in the transmission of Islamic ideas, ideology, and values.…”

Moderasi Islam Dalam Pembelajaran Pendidikan Agama Islam

“…Temuan ini merekomendasikan perlunya pengembangan kapasitas guru dalam pemahaman agama, bagi guru mata pelajaran agama dan umum. Hal ini penting karena pemahaman agama Islam guru pada mata pelajaran umum cenderung memperoleh pemahaman agama secara otodidak dari ulama di televisi, dengan berselancar di internet dan melalui kurikulum standar (Suyatno et al, 2020).…”

Energy-Saving Triangle: Internalizing Islamic Ethical Values on Energy Saving in Integrative Learning

“…However, certain studies, encompassing environmental education (Karim 2022), natural science subjects (Fahyuni et al 2020;Suryaningsih et al 2020), human science (Rohmah et al 2019), and daily school activities (Suyatno et al 2020), do integrate religious ethical values, albeit not specifically focusing on energy-saving ethical values. Consequently, there exist research gaps concerning the internalization of ethical ideals based on religious teachings promoting energy conservation.…”