The Implementation of Islamic Education Values in Strengthening Adolescent Identity
DOI:
https://doi.org/10.31538/cjotl.v6i2.3252Keywords:
Islamic Education, Adolescent Identity, Value Internalization, Madrasah, StudentsAbstract
This study aims to analyze the implementation of Islamic Education values in strengthening adolescent identity at madrasah. The study used a qualitative approach with a field research design conducted at MTs Negeri 2 Banggai Laut. Data were obtained through observation, semi-structured interviews, and documentation, involving 50 informants, including the head of the madrasah, the deputy head of the madrasah, Islamic Religious Education teachers, subject teachers or homeroom teachers, students, and parents. Data analysis used data condensation, data display, and conclusion drawing and verification, with source and technique triangulation to ensure data validity. The results show that students’ identity issues include doubt in recognizing their interests and potential, uncertainty about their future direction, the influence of peers and social media, variation in discipline and responsibility, and uneven self-confidence. The implementation of the values of ‘aqīdah (faith), ‘ibādah (worship), akhlāq (moral conduct), and amr bi al-ma’rūf nahy ‘an al-munkar (enjoining good and forbidding wrong) was carried out through learning, habituation, teachers’ exemplary conduct, school regulations, educative advice and reprimand, social activities, and parental involvement. This series of practices strengthened students’ awareness of Muslim identity, religiosity, discipline, responsibility, courtesy, and positive habits. The findings affirm that Islamic Education functions as an ecosystem of value internalization that unfolds gradually and contextually
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