The Internalization of Islamic Character Values in the Learning Process of Islamic Elementary Schools

Abstract

This study aims to analyze the internalization of Islamic character values in the learning process of Islamic elementary schools through a literature review employing the SPANDek method (Systematic, Peer-reviewed, Analytical, and Narrative Documentation of Evidence-based Knowledge). This approach was used to systematically examine various research findings published in peer-reviewed journals indexed by Google Scholar from 2014 to 2024. The review focuses on the concepts, strategies, and implementation of Islamic character values such as honesty (ṣidq), responsibility (amānah), discipline, hard work, and compassion (raḥmah) within the context of thematic learning in Islamic elementary education. The findings reveal that the internalization process is carried out by integrating Islamic values into all components of instruction, including lesson planning, classroom implementation, and learning evaluation. The role of teachers as uswah ḥasanah (exemplary role models) and the establishment of a religious school culture are identified as key factors in ensuring successful character formation. Several effective strategies are highlighted, including exemplar-based learning, habituation, religious activities, and value integration within the thematic curriculum. Nevertheless, challenges remain, particularly the limited understanding among some teachers regarding cross-subject Islamic value integration and the absence of a robust character-evaluation system. Through the SPANDek method, this study presents an evidence-based synthesis that underscores the importance of synergy among teachers, schools, and families in strengthening Islamic character education at the elementary level. The results are expected to serve as both conceptual and practical references for curriculum developers and educators in optimizing Islamic character formation from the early stages of formal education.