Spiritually Based Classroom Management as a Strategy For Improving Learning Quality Amid the Challenges of Modernity in Islamic Education
DOI:
https://doi.org/10.53802/fitrah.v6i1.1118Keywords:
Spiritual Classroom Arrangement, Learning Quality, Islamic EducationAbstract
The challenges of modernity have eroded spiritual values in Islamic education, so a classroom management strategy is needed that balances academic achievement and religious character building. This research examines religious classroom management innovations in improving the quality of student learning at Madrasah Aliyah Swasta Tarbiyah Islamiyah. The focus is on the school's innovative strategies in creating a religious learning atmosphere, conducive, and supportive of students' character and academic development. The research method uses a phenomenological qualitative approach with observation, interview, and documentation techniques. The results show that spiritual-based classroom management through the integration of Islamic values, worship habits, and strengthening the spiritual relationship between teachers and students can create a positive and meaningful learning environment. This strategy has an impact on improving discipline, learning motivation, and academic achievement. The findings corroborate Vygotsky's social constructivism theory that emphasizes the importance of social and cultural interactions in learning, as well as Islamic education theory that places spirituality at the core of forming a whole person.
References
Abrianto, D. (2023). The Role of Children’s Character in the Perspective of Educational Philosophy. Proceeding International Seminar and Conference on Islamic Studies (ISCIS), 2(1), 34–45. http://dx.doi.org/10.47006/iscis.v2i1.18470
Ahmed, N. (2024). The Role of Classroom Management in Enhancing Learners’ Academic Performance: Teachers’ experiences. Studies in Learning and Teaching, 5(1), 202–218. https://doi.org/10.46627/silet.v5i1.364
Al-Attas, M. N. (1980). The concept of education in Islam. Muslim Youth Movement of Malaysia.
Al-Attas, S. M. N. (1979). Aims and Objectives of Islamic Education. King Abdul Aziz University.
Al-Ghazali, A. H. (2011). Ihya’ Ulum al-Din. Dar al-Hadith.
Al Abrasyi, M. A. (2001). at-Tarbiyah al-Islamiyyah wa Falsafatuha. Dar Al-Fikr.
Al Attas, S. M. N. (1997). Aims and Objectives of Islamic Education. King Abdulaziz University.
Allen, J. D. (1986). Classroom Management: Students’ Perspectives, Goals, Strategies. American Educational Research Journal, 23(3), 437–459. https://doi.org/10.3102/00028312023003437
Ardiansyah, L., Apriansyah, M. A., & Azizah, I. N. (2025). Optimalisasi Pengelolaan Kelas Berbasis Nilai-Nilai Islam dalam Meningkatkan Efektivitas Pembelajaran di Sekolah. Al Iman: Jurnal Keislaman Dan Kemasyarakatan, 9(1), 243–264. https://ejournal.kopertais4.or.id/madura/index.php/aliman/article/view/7988
Asari, H. (2012). Nukilan Pemikiran Klasik; Gagasan Pendidikan Abu Hamid Al-Ghazali. IAIN Press.
Azra, A. (2003). Pendidikan Islam: Tradisi dan Modernisasi Menuju Milenium Baru (V). Logos Wacana Ilmu.
Bandura, A. (2023). Social Cognitive Theory: An Agentic Perspective on Human Nature. John Wiley & Sons.
Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182–194. https://doi.org/10.1177/0013124586018002005
Chalim, A., Muslim, S., & Hudiarini, S. (2023). Desain Pengelolaan Kurikulum Pesantren dan Perguruan Tinggi Berbasis Kecerdasan Intelektual dan Kecerdasan Spiritual. Jurnal Cakrawala Ilmiah, 3(2), 549–560. https://bajangjournal.com/index.php/JCI/article/view/6732
Clark, K. R. (2018). Learning theories: Constructivism. In Radiologic Technology (Vol. 90, Issue 2, pp. 180–182). Am Soc Radiol Tech. http://www.radiologictechnology.org/content/90/2/180.extract
Creswell, J. (2007). Qualitiative inquiry & Research design; Choosing Among Five Approaches. Sage Publications.
Daradjat, Z. (2016). Metodik Khusus Pengajaran Agama Islam. Remaja Rosdakarya.
Driscoll, A. (2018). Feedback for Students and Teachers: A Powerful Pedagogy. In Transforming Traditional Teaching for Today’s College Students (pp. 187–208). Routledge.
Farias, L., Coppola, S., & Krug, G. (1991). Transformational Learning Theory (Mezirow). In Routledge Companion to Occupational Therapy (pp. 720–731). Routledge.
Gardner, H. (2024). 14 Multiple Intelligences And Education. In Understanding and Using Challenging Educational Theories. SAGE Publications Limited.
Habibulloh, M., Ridho, M. A., & El-Yunusi, M. Y. M. (2024). The Transformation of School Culture Based on Spiritual Values as an Effort to Improve Student Discipline. IJEMR: International Journal of Education Management and Religion, 1(1), 1–12. https://journal.as-salafiyah.id/index.php/ijemr/article/view/147
Harahap, M. (2019). Manajemen Pembelajaran Pendidikan Agama Islam di Madrasah Aliyah Negeri Insan Cendikia. Studi Multidisipliner: Jurnal Kajian Keislaman, 6(2), 111–126. https://doi.org/10.24952/multidisipliner.v6i2.2089
Harahap, M. Y., & Ependi, R. (2023). Tazkiyatun Nafs Dalam Membentuk Akhlakul Karimah. PT. Green Pustaka Indonesia.
Hatija, M. (2023). Implementasi Teori-Teori Belajar dalam Pembelajaran Pendidikan Agama Islam. Al-Rabwah, 17(2), 129–140. https://doi.org/10.55799/jalr.v17i02.313
Ichsan, A. S., Sembiring, I. D., & Luthfiah, N. (2020). Pendidikan Islam Menghadapi Tradisi, Transisi, dan Modernisasi. Fitrah: Journal of Islamic Education, 1(1), 107–123. https://doi.org/10.53802/fitrah.v1i1.11
Johnson, S., & Poore, S. (2025). Classroom Management. In Getting into Secondary Teaching (pp. 89–104). Routledge.
Khalidi, A. (2023). Strategi Peningkatan Mutu Pendidikan Manajemen Berbasis Sekolah di MTs NIPA Rakha Amuntai. Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 16(6), 2366–2382. http://dx.doi.org/10.35931/aq.v16i6.1473
Lickona, T. (2014). Educating for Character. Nusa Media.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of Classroom Management as Applied to the Secondary Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 36–39. https://doi.org/10.3200/TCHS.79.1.36-39
Manshuruddin, M., Rozana, S., & Abrianto, D. (2019). Character Education in Modern Islamic Boarding Schools: A Model from Indonesia. European Journal of Social Sciences Studies, 4(4), 231–243. http://dx.doi.org/10.46827/ejsss.v0i0.617
Manshuruddin, M., Tumiran, T., & Yunan, M. (2021). Application Values of Character Education in the Modern Pesantren System and Culture (Study at Pondok Pesantren Modern Ar-Raudlatul Hasanah Medan). International Journal of Multicultural and Multireligious Understanding, 8(12), 295–307. http://dx.doi.org/10.18415/ijmmu.v8i12.3241
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.
Miller, M. A., & Stoeckel, P. R. (2024). Client education: Theory and practice. Jones & Bartlett Learning.
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery Learning—Jerome Bruner. In Science education in theory and practice: An introductory guide to learning theory. Springer.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Ryan, R. M. (2024). Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration. Educational Psychology Review, 36(1), 16. https://doi.org/10.1007/s10648-024-09858-1
Soto, E. (2024). The Spiritual and Educational Vision of Parker J. Palmer: The Birthright Gift of Self. Wipf and Stock Publishers.
Yunan, M., Ependi, R., & Amin, N. (2023). Model Pendidikan Tazkiyatun Nafs Dalam Membentuk Akhlakul Karimah Peserta Didik di Madrasah Aliyah Swasta Tarbiyah Islamiyah Kab. Deli Serdang. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 8(2), 560–569. https://doi.org/10.24815/jimps.v8i2.24720
Zakiah Daradjat. (2000). Pendidikan Islam dalam Perspektif Psikologi Agama. 54.
Zuckerman, J. T. (2007). Classroom Management in Secondary Schools: A Study of Student Teachers’ Successful Strategies. American Secondary Education, 35(2), 4–16. http://www.jstor.org/stable/41406285
