The Strategies of Teachers in Developing Islamic Social Awareness through Social Studies Instruction at MI Nurul Huda Raji, Demak

Abstract

This study aims to examine and describe teachers’ strategies in fostering Islamic social awareness through Social Studies learning at MI Nurul Huda Raji, Mijen District, Demak Regency. The background of this research is based on the importance of integrating Islamic values into Social Studies education as part of strengthening students' character in madrasahs. The research employs a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. The results of the study indicate that teachers implement integrative, contextual, and inspirational learning strategies. Islamic values such as ukhuwah Islamiyah (Islamic brotherhood), trustworthiness (amanah), and social responsibility are integrated into Social Studies content through thematic approaches, exemplary stories, and reflective learning modules. Teachers also apply active learning methods such as group discussions, case studies, and role-playing, allowing students to directly construct value understanding through experiential learning. Students’ responses to these strategies are highly positive, as evidenced by behavioral changes that reflect empathy, responsibility, and participation in both social and religious activities. Key supporting factors for the success of these strategies include the teacher’s role as a role model, the religious culture of the madrasah, and parental involvement. The study concludes that Social Studies learning designed in an integrative manner with Islamic values is effective in shaping students’ Islamic social awareness. Appropriate strategies, strong teacher modeling, and a supportive environment form the foundation of contextual and sustainable Islamic character education