Achmad Yusuf

SYNERGY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS AND FAMILIES IN FORMING CHILDREN'S ISLAMIC PERSONALITY

Introduction

Synergy of islamic religious education in schools and families in forming children's islamic personality. Explore the synergy of Islamic religious education in schools and families to form children's Islamic personality. This study highlights effective collaboration models & recommendations.

Abstract

This study examines the importance of synergy between Islamic religious education (IRE) in schools and families in forming children's Islamic personality. Using a literature review approach, this research analyzes the role of families as the first educational institution, the function of schools in strengthening religious education, and effective synergy models between these two environments. The results show that families play a role in instilling values of faith, worship, and noble character through exemplary behavior, habituation, and supervision. Schools strengthen this foundation through integrated IRE curriculum, Islamic school culture, and teacher exemplary behavior. Effective synergy between families and schools includes routine communication, joint programs, parental involvement in school activities, and coordination in implementing Islamic values. The synergy model based on maqāṣid al-sharīʿah shows that active collaboration between families and schools contributes significantly to forming a complete Islamic personality. This research recommends the need for formal agreements between schools and families, continuous training for teachers and parents, and the development of comprehensive assessment instruments to measure the effectiveness of children's Islamic personality formation.

Review

This study, "SYNERGY OF ISLAMIC RELIGIOUS EDUCATION IN SCHOOLS AND FAMILIES IN FORMING CHILDREN'S ISLAMIC PERSONALITY," offers a pertinent exploration into a crucial aspect of holistic Islamic upbringing. Employing a literature review methodology, the research effectively highlights the indispensable interconnectedness between home and school environments in cultivating a robust Islamic identity in children. The abstract clearly articulates the study's objective and its foundational premise: that a coordinated approach is vital for comprehensive personality development. This work contributes meaningfully to the discourse on Islamic education, particularly in emphasizing the collaborative responsibilities of key societal institutions. A significant strength of this study lies in its systematic approach to dissecting the individual and combined roles of families and schools. The abstract convincingly details how families lay the groundwork through value instillation, exemplary behavior, and supervision, while schools reinforce this through curriculum, culture, and teacher conduct. The identification of concrete synergy models, such as routine communication, joint programs, and parental involvement, provides practical pathways for implementation. Furthermore, the integration of *maqāṣid al-sharīʿah* as a guiding framework for the synergy model adds a layer of depth and authenticity, grounding the pedagogical approach within a robust Islamic jurisprudential philosophy, thus underscoring the spiritual and ethical dimensions of the proposed collaboration. While the abstract presents a compelling case for synergy, it also implicitly outlines areas for future research and practical enhancement. The recommendations—formal agreements, continuous training for educators and parents, and comprehensive assessment tools—are highly relevant and actionable steps toward realizing the proposed synergy. For a literature review, it would be beneficial for the full paper to elaborate on the specific scope and depth of the literature consulted, perhaps identifying any existing challenges or knowledge gaps that the proposed synergy model aims to address. Moving forward, empirical studies testing the effectiveness of these synergy models in diverse educational contexts would be invaluable, providing a more nuanced understanding of their practical implementation and impact on children's Islamic personality formation.

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