Vol. 08 No. 1, p.

73-85
Januari-Juni 2024

Enhancing Elementary Students' Character through

Aswaja Values: The Contribution of Islamic
Religious Education Teachers

Muhammad Yusuf, Kholilur Rahman*, Fathi Hidayah

Institut Agama Islam Ibrahimy, Banyuwangi, East Java, Indonesia
* [email protected]

Received: February 2024; April 2024; June 2024

DOI: http://doi.org/10.33852/jurnalin.v8i1.553

Abstract:
This study explores the role of Islamic Religious Education (PAI) teachers in fostering the
values of Ahlus Sunnah wal Jamaah (Aswaja) to form a good and polite character in
students at school. This is based on the need for character education amidst the strong
influence of technology in the lives of elementary school students today. The research
method used is a qualitative approach with a case study design involving direct
observation, in-depth interviews, and documentation analysis in the school environment.
Data analysis techniques include data reduction, data presentation, and conclusion
drawing to process and analyze the collected data systematically. The results of the study
show that the application of Aswaja values by PAI teachers has a positive impact on
developing students' character, especially in terms of simplicity, patience, honesty, and
empathy. The contribution of this research is to enrich the understanding of the strategic
role of PAI teachers in supporting the formation of students' character, as well as provide
recommendations for developing a value-based curriculum and better collaboration
between schools, parents, and communities in supporting character education. This
research implies the need for continuous teacher training and the integration of character
education into the curriculum to address modern technological influences.
Key Words: Character, Aswaja Values, Empathy

Abstrak:
Penelitian ini bertujuan untuk mengeksplorasi peran guru Pendidikan Agama Islam
(PAI) dalam menumbuhkan nilai-nilai Ahlus Sunnah wal Jamaah (Aswaja) untuk
membentuk karakter yang baik dan santun pada siswa di sekolah. Hal ini didasari oleh
kebutuhan akan pendidikan karakter di tengah kuatnya pengaruh teknologi dalam
kehidupan siswa sekolah dasar saat ini. Metode penelitian yang digunakan adalah
pendekatan kualitatif dengan desain studi kasus, melibatkan observasi langsung,
wawancara mendalam, dan analisis dokumentasi di lingkungan sekolah. Teknik analisis
data meliputi reduksi data, penyajian data, dan penarikan kesimpulan untuk mengolah
dan menganalisis data yang terkumpul secara sistematis. Hasil penelitian menunjukkan
bahwa penerapan nilai-nilai Aswaja oleh guru PAI berdampak positif terhadap
pengembangan karakter siswa, terutama dalam hal kesederhanaan, kesabaran,
kejujuran, dan empati. Kontribusi penelitian ini adalah untuk memperkaya pemahaman
tentang peran strategis guru PAI dalam mendukung pembentukan karakter siswa, serta
memberikan rekomendasi untuk pengembangan kurikulum berbasis nilai dan
kolaborasi yang lebih baik antara sekolah, orang tua, dan masyarakat dalam mendukung

Jurnal Islam Nusantara

This journal is an open-access article under a CC BY-NC-SA 4.0 license. © 2024, the author(s)
 pendidikan karakter. Penelitian ini menyiratkan perlunya pelatihan guru yang
berkelanjutan dan integrasi pendidikan karakter ke dalam kurikulum untuk mengatasi
pengaruh teknologi modern.
Kata Kunci: Karakter, Nilai Aswaja, Empati

INTRODUCTION
Elementary school students today are very familiar with the use of
technology such as smartphones, tablets, and computers (Febyanti et al., 2022;
Haleem et al., 2022; Gunawan & Amaludin, 2021). They often use these devices
to study, play, and communicate. Students often use these devices to learn, play,
and communicate (Nuraliyah et al., 2022). Nowadays, children of primary school
age spend several hours per day with their electronic devices, whether to access
online learning materials, play educational games, or communicate with friends
and family through messaging applications and social media (Yulianah & Rozi,
2023; Alawiyah et al., 2022). As a result, they are quicker to access information
and more familiar with technology than previous generations, which gives them
an edge in digital skills but also demands supervision to avoid potential risks
such as addiction to technology and exposure to inappropriate content.
In today's era, today's elementary school students have wider access to
information on social and emotional issues, such as bullying, mental health, and
tolerance (Susilowati, 2022; Amelia, 2023; Dyson et al., 2021). These students tend
to be more sensitive to this problem. Based on reports from various educational
institutions, many schools have incorporated character and social-emotional
education into the curriculum (Sholeh, 2023). In addition, awareness campaigns
(Yusnaldi et al., 2021) through social media and school programs increase
students' understanding of these issues. However, their understanding and
handling of these social and emotional issues still requires guidance from
teachers and parents to ensure that the information they receive is properly
processed and applied appropriately in daily life.
Islamic Religious Education (PAI) teachers can play an important role in
overcoming the challenges faced by elementary school students today through
the teaching of Ahlus Sunnah wal Jamaah (Aswaja) values. By integrating Aswaja
values, such as simplicity, patience, honesty, and empathy, PAI teachers can help
students develop strong character and good morals (Billah et al., 2022;
Chuanchen, 2023; Ansori et al., 2023). For example, through teaching about the
importance of simplicity, teachers can teach students not to overdo it in the use
of technology and to use their time wisely (Mindarto et al., 2023; Faiz, 2023;
Maulidah et al., 2023). Additionally, by instilling the values of patience and
empathy, PAI teachers can help students better manage their emotions and
increase sensitivity to social issues such as bullying and mental health (Norman
& Paramansyah, 2024; Hamidah, 2023). This approach can also strengthen the
relationship between students, teachers, and parents, creating a more
harmonious and supportive learning environment.

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 Research on the character development of elementary school students
through Aswaja values has been carried out in recent years, highlighting the
importance of integrating religious values in the educational curriculum and the
crucial role of Islamic Religious Education (PAI) teachers. A study by Yunus,
(2021) found that teaching values such as tawadhu' (humility), tasamuh
(tolerance), and istiqamah (consistency) significantly improved students'
character in terms of discipline, honesty, and cooperation. Azizah & Maemonah,
(2022) showed that students in Yogyakarta who received instruction in Aswaja
values showed improvements in critical thinking skills and social empathy.
Ramadhanty et al., (2024) proposed that the project-based learning method
improves students' understanding of Aswaja values as well as their active
participation and responsibility in learning. Study by (Cahyani et al., 2024;
Hidayatillah et al., 2022) stated that storytelling and role-playing methods are
effective in instilling values such as honesty, responsibility, and mutual respect.
Overall, these studies show that the integration of Aswaja values in character
education of primary school students has a significant positive impact, with PAI
teachers playing an important role in this process through formal teaching
methods and personalized approaches.
The theory of collaboration between the school environment and the
family in character education is still not structured and tested in the context of
teaching religious values. This study explores how the synergy between PAI
teachers and parents can strengthen the internalization of Aswaja values in
students, filling the gap in this theory of educational collaboration. The purpose
of this article is to describe the role of PAI teachers in fostering aswaja values to
form good and polite student characters at SD Negeri 2 Temuguruh. By focusing
on this aspect of novelty, this research is expected to make a significant
contribution in the field of character education and the development of a
curriculum based on religious values in elementary schools.

RESEARCH METHODS
This study uses a qualitative approach with a case study design (Arifin et
al., 2024). This approach was chosen to gain an in-depth understanding of how
Aswaja values are applied by Islamic Religious Education (PAI) teachers in
improving the character of elementary school students. The research will be
conducted at SD Negeri 2 Temuguruh which has integrated Aswaja values in
their curriculum. The research subjects included PAI teachers, elementary school
students, and students' parents. Data will be collected through a variety of
techniques, including direct observation in the classroom during PAI lessons and
in the school environment to see the application of Aswaja values, in-depth
interviews with PAI teachers and other maple teachers, students, and parents to
explore teaching strategies and the impact of Aswaja values on student character,
as well as analytical documentation of school documents such as curriculum and
related activity reports.

Jurnal Islam Nusantara Vol. 08 No. 01 (2024) : 73-85 75

 The collected data will be analyzed using thematic analysis techniques
that include several steps. First, data from observations, interviews, and
documentation will be openly coded to identify key emerging themes. Then,
these themes will be identified and grouped based on their similarity and
relevance to Aswaja values and student character development. The final step
involves an in-depth interpretation of the themes that have been identified, with
the aim of understanding how Aswaja values are applied by PAI teachers and
how these teachings affect the overall character development of students.
The validity of the research data is analyzed by the triangulation approach
of data sources will be used, namely by comparing data obtained from
observations, interviews, and documentation (Susanto & Jailani, 2023). The
validity of the findings will be strengthened by checking the consistency of
information from various sources. In addition, member checking will be carried
out by asking for direct feedback from research participants on the results of
provisional findings, thus ensuring that the interpretation of the data is in
accordance with their experience and perspective. In terms of research ethics,
ethical principles will be followed by obtaining written consent from the school
and parents of students before starting data collection. Confidentiality and
anonymity of participants will be carefully enforced throughout the entire
research process.

RESULTS AND DISCUSSION

Application of Aswaja Values in Teaching
The application of Aswaja values by Islamic Religious Education (PAI)
teachers has a positive impact on the character development of elementary school
students. PAI teachers consistently integrate values such as honesty, simplicity,
and mutual respect in daily learning activities (Nawawi & Hufron, 2023).
Observations show that teaching is not only focused on theoretical aspects, but
also actively invites students to relate these values to their practical experiences.
The results of interviews with PAI teachers revealed that they used a variety of
strategies, including interactive lectures, group discussions, and situational
simulations, to facilitate students' deep understanding and internalization of
Aswaja values.
The phenomenon of experience from Islamic Religious Education (PAI)
teachers who are involved in teaching Aswaja values in elementary schools states
that instilling values is not only about theory but also emphasizes practice in the
field. One of the PAI teachers, explained that the approach used is to integrate
Aswaja values in every aspect of their learning. He said "We not only teach
theory, but also try to apply those values in students' daily lives." (WR-GPAI,
20/06)
This shows that the holistic approach taken by Islamic Religious
Education (PAI) teachers in teaching Aswaja values in elementary schools has a
significant positive impact. Through interactive lectures, group discussions, and

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various practical activities implemented, PAI teachers have successfully
integrated values such as honesty, simplicity, and mutual respect into students'
daily lives. Observations show that this approach not only improves students'
understanding of religious teachings, but also changes their behavior with more
responsibility and integrity. The results of interviews with PAI teachers revealed
that students actively relate Aswaja values to their real-life experiences, showing
that this approach is effective in shaping sustainable moral and spiritual
character among primary school students.
The results of interviews with other teachers stated that by understanding
and internalizing Aswaja's values, it is hoped that students can grow into
individuals who are not only academically intelligent but also have strong moral
integrity. As the results of interview, "I believe that by understanding and
internalizing these values, students can grow into individuals who are not only
academically intelligent but also have strong moral integrity", (wr-gips, 20/06)
Thus, shows that the understanding and internalization of Aswaja values
by students can contribute significantly to their development as individuals with
moral integrity. Islamic Religious Education (PAI) teachers consistently
emphasize the importance of associating values such as honesty, simplicity, and
mutual respect with students' daily experiences. Through this approach, students
not only improve their understanding of religious teachings, but also internalize
those values in their daily behavior. Observations in the study show that students
who are involved in this process tend to show a responsible attitude, respect
differences, and practice moral values in their interactions with others.
The holistic approach taken by Islamic Religious Education (PAI) teachers
in integrating Aswaja values in elementary school students has had a variety of
positive impacts. The application of values such as honesty, simplicity, and
mutual respect in the context of religious education can enrich students' learning
experiences and help them internalize important moral values (Khadafie, 2023).
Teaching that is not only focused on theoretical aspects, but also invites students
to relate these values to their practical experience, is able to produce more
impactful and relevant learning (Al Ayyubi et al., 2024; Sartiwi, 2023). This
underscores the importance of integrating religious values in the school
curriculum to form a generation that is more ethical and has integrity in society.

Value-Based Curriculum Development

The development of a values-based curriculum is an important approach
in the education system to ensure that not only academic knowledge is taught,
but also moral and ethical values are built in students. The curriculum
implemented at SD Negeri 2 Temuguruh, which focuses on values such as
integrity, empathy, honesty, and social responsibility, is designed to shape
students' character from an early age. Studies on value-based curriculum
development show that this approach not only improves the overall quality of
education in the school, but also provides students with a strong foundation for

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living a moral life in society. Through a curriculum that is integrated with values,
SD Negeri 2 Temuguruh can play an important role in forming a generation that
is more ethically aware, trustworthy, and contributes positively to society at
large. By linking every aspect of learning to upheld values, such a curriculum not
only teaches students what to think, but also how they should think and act in
living their daily lives.
The results of interviews with several curriculum managers in schools
show that value-based curriculum development has a significant role in student
education. One of them is the principal who revealed that the curriculum
development process carried out at his school pays great attention to the
integration of values such as honesty, tolerance, and social concern. "We design
a curriculum that not only teaches academic material, but also ensures that each
lesson provides added value in shaping students' character" (wr-ks,24/06)
Curriculum design that not only teaches academic material, but also
ensures that each lesson provides added value in shaping students' character,
involves a holistic approach that unites aspects of knowledge with the
development of personal and social values. This kind of curriculum is designed
to reach more than just knowledge transfer, but also to provide a learning
experience that encourages students to understand and internalize values such
as integrity, responsibility, honesty, empathy, and simplicity. Each lesson is
integrated with a real and relevant situational context, where students not only
learn academic concepts but are also given the opportunity to apply these values
in their daily lives.
Another version in the interview results highlights the importance of
consistency and appropriateness of values in each subject. Waka. The curriculum
reveals that the curriculum is prepared through planning that integrates with
aswaja values. "We specifically identify the values we want to instill in students,
and then develop a lesson plan that includes practical activities to strengthen the
understanding and application of those values" (wr-kr, 24/06)
The results of the interview show that the development of a value-based
curriculum is not only about imparting knowledge, but also building a solid
moral foundation for students. The integration of values in the school curriculum
can have a positive impact in shaping students' character and personality in the
future.
The discussion on the development of a values-based curriculum at SD
Negeri 2 Temuguruh shows the importance of integrating values such as
integrity, empathy, honesty, and social responsibility in formal education. This
approach not only improves the overall quality of education but also helps shape
students' character from an early age, preparing them to play an active role in a
moral society (Judrah et al., 2024). The integration of values in the curriculum is
not just the teaching of theory, but also practical experiences that encourage
students to internalize those values in their daily lives (Noventue et al., 2024).
This is in line with the opinion of several curriculum managers who emphasize

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the importance of each subject providing added value in shaping students'
character. By paying attention to the consistency and suitability of values, schools
are able to create an educational environment that supports the moral and social
development of students holistically.

Teachers as Role Models

Teachers as role models play an important role in the development of
students' character, especially in elementary schools. Teachers not only play the
role of teachers of academic materials, but also as role models in applying the
moral and ethical values taught (Ratnasari et al., 2022). By demonstrating
behavior consistent with values such as honesty, integrity, empathy, and
responsibility, teachers provide a real example that students can follow (Judrah,
2024). When students see their teachers behaving in a good way and in
accordance with moral teachings, they tend to imitate that behavior in their daily
lives. In addition, teachers who are role models can create a positive and
supportive learning environment, where moral and ethical values are taught not
only through words, but also through concrete actions. Thus, the role of teachers
as role models is crucial in helping students internalize these values and form a
strong and moral character from an early age.
Teachers as a role in the context of improving the character of elementary
school students through Aswaja values show that the presence of teachers who
are consistent in implementing and exemplifying these values has a significant
impact. At SD Negeri 2 Temuguruh, the interaction of Islamic Religious
Education (PAI) teachers with students is not only limited to teaching theory, but
also includes the application of moral values in daily life at school. These teachers
actively integrate values such as honesty, simplicity, and mutual respect in every
aspect of their learning and interactions with students. Students tend to observe
and imitate their teachers' behavior, making teachers a strong example in the
formation of students' moral and spiritual character. Thus, teachers who are good
role models in applying Aswaja values not only help students understand
religious teachings theoretically, but also guide them in internalizing these values
in daily life, making a positive contribution to the formation of students'
character as a whole.
Active teaching by teachers, which involves the integration of Aswaja
values in the curriculum, is one of the ways in which teachers play a role role
model in SD Negeri 2 Temuguruh. They not only teach theory, but also
incorporate these values in every lesson. Teachers show personal examples by
displaying behaviors that reflect those values in daily interactions with students,
so that students can see and imitate appropriate behaviors. Teachers provide
direct guidance to students in applying moral values in their lives, ensuring that
students not only understand values in theory but are also able to put them into
practice. In addition, teachers provide constructive evaluation and feedback
regarding the application of values in students' daily lives, helping them to

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improve and strengthen their moral character. By being a good role model,
teachers create a holistic learning environment and support the development of
students' character as a whole, showing that the values taught are not only
abstract concepts but also real practices that must be adopted in daily life.

Collaboration with Parents and Community

The concept of collaboration with parents and communities in education
is an approach that recognizes the importance of the role of all parties in
supporting student development and learning. The collaboration emphasizes
close cooperation between schools, families, and communities to create an
environment that supports holistic learning (Subasman et al., 2024; Sanjani, 2024).
In this context, schools are no longer considered the only institution responsible
for a child's education, but rather as part of a wider network that includes parents
and the local community. This shows that collaboration with parents involves
regular communication about student development, participation in school
activities, and support for learning at home. Meanwhile, community
participation can be in the form of partnerships with local organizations,
mentoring programs, and relevant extracurricular activities. This collaboration
strengthens the relationship between in-school and out-of-school learning, and
creates consistency in educational values and goals. This not only improves the
overall quality of education but also provides students with a strong foundation
to live a moral and responsible life in society. This effective collaboration also
allows for more comprehensive problem-solving and capacity building for all
parties to support children's education and well-being.
Parents' involvement in instilling Aswaja values in SD Negeri 2
Temuguruh is built through an active role in the educational process, such as
through regular communication about student development, participation in
school activities, and support for learning at home, schools can strengthen the
relationship between learning at school and at home. This helps create
consistency in educational values and goals. In this way, schools can strengthen
the connection between learning at school and at home, helping to create
consistency in educational values and goals. In addition, this collaboration also
allows parents to better understand and support the school's efforts in teaching
Aswaja values.
Parent involvement can be involved in special programs such as parenting
classes or workshops that discuss effective ways to instill Aswaja values in the
home. This involvement not only raises parents' awareness of the importance of
moral and spiritual values but also strengthens the bond between the family and
the school, creating an environment conducive to the formation of children's
character. With strong support from parents, students can experience a more
well-rounded and meaningful learning experience, both at school and at home.
In addition, community involvement in supporting education at SD Negeri 2

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Temuguruh also plays an important role. Through partnerships with local
organizations, mentoring programs, and relevant extracurricular activities, the
community can help broaden students' horizons and experiences in
understanding and applying Aswaja's values in their daily lives. Thus,
collaboration between schools, parents, and communities creates a
comprehensive and sustainable educational ecosystem, supporting the overall
development of students' character.
The results of interviews with students' parents stated that schools often
provide information about students' development to parents. Parents feel very
involved in the educational process of their children, with regular and open
communication from the school. In addition to formal meetings such as monthly
meetings and individual meetings, the school also sends periodic reports on
students' academic progress and behavior.
"We feel very involved in the education of our children at SD Negeri 2
Temuguruh. The school often holds meetings with parents to provide updates
on the child's progress and how we can help at home. I also participated in some
school activities and felt that this helped to reinforce what was taught at school.
We also discussed with teachers the best way to instill Aswaja values at home."
(WR-WS, 26/06)
Parents are also invited to participate in various school activities, such as
sports days, workshops, and cultural events, which help them better understand
their children's learning environment. This participation not only strengthens the
relationship between school and home, but also ensures consistency in the values
and educational goals instilled in students. Parents feel that this collaboration is
very effective in supporting their children's learning and helping to create an
environment conducive to the development of students' moral and ethical
character.
The collaboration between the school, parents, and the community at SD
Negeri 2 Temuguruh shows the importance of synergy in education for the
development of students' character. Through regular communication and active
involvement in various school activities, parents are not only informed about
their children's academic and behavioral development but are also empowered
to support education at home. The collaboration ensures consistency in the
application of Aswaja values, both at school and at home, which is very
important for the formation of students' moral and ethical character. Parent
participation in school programs strengthens the relationship between home and
school, creating a supportive and holistic environment for students (Solissa et al.,
2024). Community engagement also broadens students' horizons through a
variety of extracurricular activities and partnerships with local organizations,
which provide practical experience in applying the values learned. Overall, this
close collaboration not only improves the quality of education but also builds a

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strong foundation for students to become moral and responsible individuals in
society.
This study makes a significant contribution to the field of learning by
developing a value-based learning model that integrates the values of Ahlus
Sunnah wal Jamaah (Aswaja) into the educational process. This model focuses
not only on the transfer of academic knowledge but also on the formation of
students' character through moral values such as honesty, simplicity, patience,
and empathy. By placing teachers as role models and mentors, this study
emphasizes the importance of the role of teachers in helping students internalize
these values, thus not only enriching students' learning experiences but also
supporting their overall character development. Through this approach, this
study offers practical guidance for the development of a more holistic and
effective curriculum in implementing character education in schools, providing
a strong foundation for the formation of individuals with integrity and morals.

CONCLUSION
This study has revealed the importance of the role of Islamic Religious
Education (PAI) teachers in instilling the values of Ahlus Sunnah wal Jamaah
(Aswaja) in shaping the character of students at SD Negeri 2 Temuguruh. The
most important finding of this study is that the integration of moral values such
as honesty, simplicity, patience, and empathy in the learning process not only
enriches students' academic understanding but also supports their character
development. The wisdom that can be taken from this study is that character
education based on religious values can provide a strong moral foundation for
students, helping them become individuals with more integrity and
responsibility.
In terms of scientific contribution, this study updates the perspective in
the approach to character education by emphasizing the importance of
integrating religious values into the elementary school curriculum. The method
used, namely a qualitative approach with a case study design, provides an in-
depth understanding of how Aswaja values can be applied in the context of
formal education. However, this study has limitations in terms of scope, which
only covers one school with a homogeneous cultural and religious background.
In addition, this study does not consider gender and age variations, and is limited
to qualitative methods. Therefore, further research is needed that accommodates
various variables such as gender, age, and uses quantitative methods or surveys
to obtain a more comprehensive picture. This is important to produce a more
appropriate and targeted policy basis in developing inclusive and effective
character education.

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