Sarwoedi, Syamsir

Overcoming Traditionalism and Weak Internalization of Islamic Values in School

Introduction

Overcoming traditionalism and weak internalization of islamic values in school. Address traditional teaching & weak Islamic values internalization in schools. This study proposes a transformative learning model, integrating school culture for improved Islamic education management.

Abstract

This study aims to examine the problem of traditionalism in teaching and the weak internalization of Islamic values in public schools, specifically at SMAN 10 Rejang Lebong. Using a qualitative approach involving observation, interviews, and questionnaires, the research found that Islamic Religious Education (IRE) classes remain dominated by passive lecture methods, limiting students’ active engagement. Islamic values are not yet systematically embedded within the school culture, and support from family and social environments is also minimal. The study integrates theories from Piaget, Vygotsky, Bronfenbrenner, and Mezirow’s Transformative Learning to interpret the findings. These results affirm previous research while introducing a new transformative learning model based on school culture integration. This research contributes a fresh perspective to Islamic education management in public schools and highlights limitations related to the scope and sample of the study.

Review

This study addresses a highly pertinent issue in contemporary religious education: the struggle against traditional teaching methods and the weak internalization of Islamic values in public schools. Focusing on SMAN 10 Rejang Lebong, the research utilizes a qualitative approach to meticulously document the challenges, highlighting the dominance of passive lecture methods in Islamic Religious Education (IRE) classes, the insufficient embedding of values within the broader school culture, and minimal external support. The authors' engagement with a comprehensive theoretical framework, drawing on Piaget, Vygotsky, Bronfenbrenner, and Mezirow's Transformative Learning, provides a robust interpretive lens for these observations, making a solid initial contribution to the field. A key strength of this paper lies in its multi-faceted diagnostic approach to a complex problem. By not only identifying the symptoms (passive learning, weak internalization) but also attributing them to systemic issues within pedagogy and school culture, the study offers valuable insights for educational reformers. The integration of Mezirow's Transformative Learning theory is particularly noteworthy, suggesting a pathway for profound change rather than superficial adjustments. The proposition of a "new transformative learning model based on school culture integration" is a significant contribution, moving beyond mere critique to offer a theoretically grounded and practically oriented solution for enhancing Islamic education management in public school settings. This forward-thinking perspective is a welcome addition to the existing literature. However, the study explicitly notes limitations concerning its scope and sample, being confined to a single institution. While a qualitative, single-case study provides depth, it inherently restricts the generalizability of the findings and the proposed model to a wider array of public schools with diverse cultural and socio-economic contexts. Future research would greatly benefit from expanding the sample to include multiple schools, potentially employing comparative or mixed-methods designs to validate the observed patterns and assess the scalability and effectiveness of the transformative learning model. Further elaboration on the practical implementation strategies for integrating Islamic values systematically into the school culture and effectively engaging families and the community would also enhance the practical utility and impact of this otherwise valuable work.

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