Journal of Multicultural Education and Social Studies

The Implementation of Islamic Storytelling to Enhance Students’ Islamic Knowledge at MAN 2 Aceh Tengah

Hilaili Fitri, Lukmannulhaqim Lukmannulhaqim, Maulida Maulida — Sun, 21 Dec 2025 00:00:00 +0700

This study explores the implementation of Islamic storytelling as an instructional strategy to enhance students’ Islamic knowledge at MAN 2 Aceh Tengah. The research was motivated by the need to develop innovative and engaging learning methods that not only transmit religious information but also strengthen students’ understanding and internalization of Islamic values. A qualitative approach was employed, involving classroom observations, interviews with Islamic education teachers, and documentation analysis. The data were analyzed using Miles and Huberman’s interactive model, focusing on data reduction, display, and conclusion drawing. The findings indicate that Islamic storytelling effectively increases students’ interest and participation during learning activities. It facilitates deeper comprehension of religious concepts by connecting moral lessons from stories to students’ daily experiences. Teachers reported that storytelling served as an effective medium for value transmission, emotional engagement, and reflective thinking. However, challenges were noted in selecting appropriate stories and managing limited classroom time. The study concludes that Islamic storytelling is a valuable pedagogical tool for improving students’ Islamic literacy and character development when applied systematically and contextually. The findings suggest that teacher training programs should incorporate storytelling techniques to enrich Islamic education practices in Indonesian schools.

Implementing Outdoor Learning Activities in Islamic Religious Education to Foster Morality Toward Others and The Environment at SMP Negeri 7 Takengon

Al A’raaf Wira Adli, Al Musanna, Maulida Maulida — Fri, 13 Dec 2024 00:00:00 +0700

This study aims to explore the implementation of Outdoor Learning Activities in Islamic Religious Education (PAI) to enhance students’ moral values toward others and the environment at SMP Negeri 7 Takengon. The research is motivated by the need to develop holistic learning models that go beyond classroom boundaries, promoting active engagement, empathy, and environmental awareness among students. A qualitative descriptive approach was employed, involving classroom observations, teacher interviews, and student reflections. The data were analyzed through thematic analysis to identify patterns in students’ students’ understanding of moral concepts through direct experience and real-life interaction. Activities such as community service, environmental conservation, and group collaboration strengthened moral awareness and responsibility. Teachers played a pivotal role as facilitators, guiding students to connect Islamic values with daily practices. Furthermore, outdoor learning enhanced students’ enthusiasm, social interaction, and appreciation for the natural environment, aligning with the goals of character education in Islamic pedagogy. The study concludes that integrating outdoor learning into PAI lessons significantly contributes to moral and environmental education. It recommends the adoption of outdoor-based strategies as a complementary approach to traditional classroom instruction, particularly within Islamic education contexts.

Implementation of Early Literacy Learning Based on Islamic Education Values Through the Beyond Centers and Circle Time (BCCT) Approach at MIS Muhammadiyah Takengon

Cut Lia Fitri, Muhammad Riza, Maulida Maulida — Mon, 16 Dec 2024 00:00:00 +0700

This study aims to analyze the implementation of early literacy learning based on Islamic Education (PAI) values through the Beyond Centers and Circle Time (BCCT) approach at MIS Muhammadiyah Takengon, Central Aceh. The BCCT model emphasizes active, holistic, and child-centered learning that integrates play, exploration, and moral reflection. Using a qualitative descriptive approach, the research investigates how teachers integrate Islamic educational values into early literacy activities and how this integration affects students’ cognitive and spiritual development. Data were collected through observations, interviews, and document analysis involving first-grade teachers and students. The findings reveal that the BCCT approach effectively enhances children’s reading and writing readiness while cultivating Islamic character through meaningful play and literacy centers. Teachers integrated storytelling, Islamic reading materials, and reflective discussions during circle time to foster moral values such as honesty, gratitude, and discipline. Challenges included time management and limited access to literacy materials reflecting Islamic content. The study concludes that BCCT-based literacy learning can holistically nurture children’s intellectual and moral foundations when implemented by creative, reflective, and spiritually conscious teachers.