Transforming Character Education Through Al-Islam and Kemuhammadiyahan-Based Innovative Learning

Abstract

Character education has become an important concern in contemporary education due to increasing social, cultural, and technological changes that require schools to develop students’ moral, social, and spiritual competencies. Islamic educational institutions have a strategic role in addressing this challenge by integrating religious values with innovative pedagogical approaches. This study aims to analyse the transformation of character education through Al-Islam and Kemuhammadiyahan (AIK)-based innovative learning at MI Muhammadiyah 1 Kota Probolinggo, Indonesia. This study employed a qualitative case study approach to explore how Islamic values are integrated into learning practices and contribute to students’ character development. The research was conducted from April to May 2025, involving 36 participants consisting of six teachers and thirty sixth-grade students. Data were collected through classroom observations, semi-structured interviews, and open-ended questionnaires. The data were analysed using thematic analysis to identify patterns related to AIK value integration, innovative learning practices, teacher roles, and character transformation. The findings reveal that AIK-based innovative learning transforms character education through three interconnected processes: the internalisation of Islamic values, the implementation of student-centred innovative pedagogy, and continuous character habituation within the school environment. The study demonstrates that AIK values, including religiosity, honesty, responsibility, discipline, respect, cooperation, and social concern, are not merely transmitted as religious knowledge but are embedded within meaningful learning experiences through collaboration, contextual problem-solving, reflective activities, and teacher modelling. This study contributes to Islamic education scholarship by positioning AIK-based innovative learning as a transformative pedagogical framework that integrates religious values, contemporary learning approaches, and holistic character development. The findings provide practical implications for Islamic elementary schools in designing value-based learning models to strengthen students’ moral, social, and spiritual competencies.