Integration of Islamic Education in Character Building for Students in the Era of Industry 4.0
DOI:
https://doi.org/10.51468/jpi.v8i2.1453Keywords:
Islamic Religious Education, Character Building, Industry 4.0 Revolution, Digital LiteracyAbstract
The Industry 4.0 era brings significant challenges to the character development of elementary school students due to massive exposure to digital content and the potential decline in moral sensitivity. Islamic Religious Education holds a strategic position in forming Islamic character, yet its implementation is often fragmented and has not integrated morals holistically into the education ecosystem. Previous research tends to be partial, leaving empirical gaps regarding comprehensive PAI integration practices at the elementary school level. This study aims to analyze how PAI is integrated into students' character building in the Industry 4.0 Revolution era. Specifically, it explains the PAI curriculum design based on morals and digital literacy, examines the implementation of integrative learning models, and evaluates the role of the school, family, and community ecosystem in supporting the internalization of Islamic values. Employing a descriptive qualitative approach with a multiple case study design at SDN Pasirhonje and SDN Gununghalu 1, this research involves principals, PAI teachers, and Class V and VI students selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and then analysed using thematic analysis techniques. Data validity was ensured through triangulation and member checking. The results indicate that holistic PAI integration is an effective strategy. The PAI curriculum in both schools has integrated Islamic moral values, digital literacy, and thematic projects, which significantly enhances value internalization. Integrative learning models, such as project-based and collaborative learning, along with routine tarbiyah practices, prove effective in boosting student engagement and understanding of digital ethics. Additionally, external factors like active parental involvement in home digital ethics discussions and collaboration with community figures in religious activities play a crucial role in mediating and reinforcing Islamic moral internalization, creating a comprehensive synergy within the character learning ecosystem. Conceptually, this study fills literature gaps by providing empirical evidence on holistic PAI integration models at the elementary school level.
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