Bridging Faith and Knowledge: A Multi-Site Study of Islamic-General Education Integration in East Kalimantan's Multicultural Context
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| Title: | Bridging Faith and Knowledge: A Multi-Site Study of Islamic-General Education Integration in East Kalimantan's Multicultural Context |
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| Language: | English |
| Authors: | Hasanuddin, Noorthaibah, Umar Fauzan |
| Source: | Dinamika Ilmu. 2025 25(2):203-222. |
| Availability: | Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.uinsi.ac.id/index.php/dinamika_ilmu |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Junior High Schools, Secondary Education, Secondary School Curriculum, Religious Education, Islam, General Education, Multicultural Education, Curriculum Implementation, Non Western Civilization, Curriculum Development, Interdisciplinary Approach |
| Geographic Terms: | Indonesia |
| ISSN: | 1411-3031 2442-9651 |
| Abstract: | This study aims to investigate the integration of Islamic and general education at three Islamic junior high schools in East Kalimantan, Indonesia. Using a qualitative multi-site phenomenological approach, data were collected through classroom observations, interviews with 13 teachers, including principals and curriculum developers, and document analysis of learning modules, Adiwiyata, and P2RA programs. The integration is reflected in three major forms, i.e., curricular integration linking Akidah Akhlak themes with general subjects through structured learning modules, integration of social programs through Adiwiyata environmental programs, and P2RA initiatives. The integration strengthens students' religious characters through habituation, reflection, exemplary modeling, and environmental support strategies. Particularly, each school acquired different approaches reflecting local multicultural contexts. In this case, Balikpapan emphasized structural integration through environmental programs, Kutai Kartanegara focused on collaborative reflection and teamwork, while Paser prioritized narrative-affective approaches with community engagement. The study identifies key opportunities including comprehensive student understanding, enhanced teacher collaboration, and holistic evaluation systems, alongside significant constraints such as absence of formal written guidelines, substantial teacher workload, and inconsistent implementation approaches. The study provides a practical model for developing academically excellent students with strong religious characters. Finally, the novelty and pedagogical implications of the research are discussed further. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491053 |
| Database: | ERIC |
| Abstract: | This study aims to investigate the integration of Islamic and general education at three Islamic junior high schools in East Kalimantan, Indonesia. Using a qualitative multi-site phenomenological approach, data were collected through classroom observations, interviews with 13 teachers, including principals and curriculum developers, and document analysis of learning modules, Adiwiyata, and P2RA programs. The integration is reflected in three major forms, i.e., curricular integration linking Akidah Akhlak themes with general subjects through structured learning modules, integration of social programs through Adiwiyata environmental programs, and P2RA initiatives. The integration strengthens students' religious characters through habituation, reflection, exemplary modeling, and environmental support strategies. Particularly, each school acquired different approaches reflecting local multicultural contexts. In this case, Balikpapan emphasized structural integration through environmental programs, Kutai Kartanegara focused on collaborative reflection and teamwork, while Paser prioritized narrative-affective approaches with community engagement. The study identifies key opportunities including comprehensive student understanding, enhanced teacher collaboration, and holistic evaluation systems, alongside significant constraints such as absence of formal written guidelines, substantial teacher workload, and inconsistent implementation approaches. The study provides a practical model for developing academically excellent students with strong religious characters. Finally, the novelty and pedagogical implications of the research are discussed further. |
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| ISSN: | 1411-3031 2442-9651 |
