From Religious Instruction to Religious Life: A Case Study of the Implementation of Holistic Islamic Education in Shaping Students’ Religious Attitudes
DOI:
https://doi.org/10.47453/eduprof.v8i2.563Keywords:
Holistic Islamic Education, Religious Attitudes, Religious Habituation, Character Formation, Islamic EducationAbstract
Islamic Religious Education is expected not only to develop students’ religious knowledge but also to translate that knowledge into attitudes and everyday practices. However, a gap remains between students’ cognitive understanding of Islamic teachings and their consistent practice in daily life. This study examines the implementation of holistic Islamic education in shaping students’ religious attitudes at MTsN 8 Cirebon Regency and identifies the factors that support and constrain its implementation. The study employed a qualitative case study design and was conducted over six months, from December 2023 to May 2024. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using an interactive process of data reduction, data display, and conclusion drawing. Data credibility was strengthened through source and technique triangulation. Data credibility was strengthened through source and technique triangulation. The findings show that holistic Islamic education is implemented primarily through three structured habituation practices: greeting activities, Qur’an recitation before lessons, and congregational Dhuhr prayer. These practices support students’ discipline, respectful interaction, religious awareness, and the application of religious values in daily life. However, the internalization of religious attitudes is not uniform among students. Its effectiveness is strengthened by school leadership, teacher involvement, and adequate facilities, while family background, peer influence, inconsistent teacher reinforcement, and digital exposure may hinder sustained behavioral change. Theoretically, this study shows that religious attitude formation is not a direct outcome of classroom instruction alone, but a relational process shaped by the interaction of habituation, teacher modeling, institutional support, and students’ broader social environment.
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