Integrasi Tujuh Kebiasaan Anak Indonesia Hebat Dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Islam Terpadu
DOI:
https://doi.org/10.54069/attadrib.v9i2.1312Keywords:
Seven Habits of Great Indonesian Children, Islamic Religious Education, Curriculum integration, integrated Islamic elementary schools, Character EducationAbstract
On December 27, 2024, the Ministry of Primary and Secondary Education launched the Seven Habits of Great Indonesian Children Movement to strengthen students’ character by instilling the habits of waking up early, praying, exercising, eating healthy and nutritious meals, enjoying learning, being socially engaged, and going to bed early. Such habit-forming programs have actually been implemented earlier by several Islamic elementary schools; however, their connection to the core components of Islamic Religious Education (PAI) specifically, creed (akidah), worship (ibadah), ethics (akhlak), and social conduct (muamalah) has not been extensively discussed in the literature. Existing studies tend to position the seven habits merely as general habit-forming activities or standalone community service programs outside the curriculum. Addressing this gap, this study examines how these seven habits are integrated into Islamic Religious Education (PAI) instruction at Nurul Amal Pamulang Integrated Islamic Elementary School, as well as the strategies teachers employ to foster students’ Islamic character through them. A qualitative field approach was used in this study, with data collected through participant observation, in-depth interviews, and documentation, then analyzed using the interactive model by Miles, Huberman, and Saldaña and validated through source triangulation, methodological triangulation, and member checking. The research findings reveal that teachers deliberately map each habit to one of the four elements of Islamic Education (PAI), and this process is supported by five interrelated implementation strategies: teacher role modeling, continuous habit formation, psychological approaches, positive reinforcement, and parent collaboration. This conceptual model of integration constitutes the main contribution of this study; it also opens the door for further research on its effectiveness—both quantitatively and across schools and has the potential to be replicated by other integrated Islamic elementary schools.
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