From Knowledge to Character: Exploring Value-Integrated Learning as a Holistic Pathway for Student Development in Islamic Elementary Education
DOI:
https://doi.org/10.71392/gjsce.v4i1.162Keywords:
Value-Integrated Learning, Character Development, Holistic EducationAbstract
This study aims to explore the process and outcomes of value-integrated learning as a holistic pathway for transforming knowledge into character development among students in Islamic elementary education. Using a qualitative approach with a Community-Based Participatory Research (CBPR) design, this study involved educators and the educational community as active partners in the learning transformation process. Data were collected through desk review, observation, in-depth interviews, questionnaires, and Focus Group Discussions (FGDs). Data analysis was conducted through data condensation, data display, and verification using content, discourse, and interpretative analysis. The findings reveal that the integration of Islamic values into learning practices contributes to students’ character development by strengthening religious awareness, discipline, responsibility, learning motivation, and social sensitivity. The holistic learning approach creates a meaningful, contextual, and participatory environment that enables students not only to understand knowledge but also internalize moral values in daily life. This study highlights that value-integrated learning can serve as an alternative model for bridging academic learning and character formation in Islamic education. Its contribution lies in repositioning learning from knowledge transmission toward a holistic process of developing students’ intellectual, spiritual, and social dimensions.
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