Internalization of Islamic Values Among Students Through Daily School Activities at Madrasah Ibtidaiyah Ash Shabirin

Abstract

This study examines how Islamic values are internalized through daily school activities at Madrasah Ibtidaiyah Ash Shabirin, South Banjarmasin, and identifies supporting and inhibiting factors. The study used a qualitative field-research design, collecting data through observation, interviews, and documentation. The findings reported in the source thesis indicate that internalization is pursued through morning religious activities, voluntary charity, prayers before lessons, congregational Duha and Dhuhr prayers, Qur’anic tahsin, practical worship instruction, and religious extracurricular activities. Teachers employ habituation, role modelling, advice, supervision, reinforcement, and direct student participation. Support comes from teachers, school leadership, parents, and students’ enthusiasm, while constraints include the absence of a dedicated prayer room, limited activity space, and inconsistent student discipline and engagement. The article’s novelty lies in examining these routines as an interconnected school-day process rather than treating religious programs as isolated activities, while distinguishing routine participation from deeper internalization. The findings suggest that sustained modelling, reflective guidance, and school family collaboration are necessary for religious routines to become meaningful everyday conduct.