TOFEDU: The Future of Education Journal

Integration of Pancasila Values and Islamic Teachings in Civic Education from the Perspective of the Qur’an and Hadith and Its Implications for Educational Participation and Gender Equality in Bangka Regency

Frans Tory Damara Pradipta, Aldian Kurniawan Saputra — Sun, 12 Apr 2026 00:00:00 +0700

This study examines the integration of Pancasila values and Islamic teachings in civic education from the perspective of the Qur’an and Hadith, and its implications for educational participation and gender equality in Bangka Regency. The study is motivated by the need to strengthen civic education through a value-based approach that aligns national ideology with religious principles. This research employs a qualitative approach using library research methods, drawing on scholarly journal articles and normative sources, including the Qur’an and Hadith. Data were analyzed using content analysis to identify conceptual relationships and thematic patterns. The findings indicate that Pancasila values, such as divinity, humanity, and social justice, are substantively aligned with Islamic teachings, particularly in promoting equality, justice, and moral responsibility. The Qur’anic perspective emphasizes the equality of all human beings regardless of gender, supporting equal access to education as a fundamental right. The integration of these values in civic education contributes to strengthening moral awareness and encouraging active participation in education. However, the study also identifies challenges in implementation, including socio-cultural barriers and limited contextual understanding of religious teachings, which may hinder gender equality in educational access and participation. The study concludes that a more systematic and contextualized approach is needed to effectively integrate these values in civic education. Further empirical research is recommended to explore practical implementation and its impact at the local level.

The Effectiveness of Dhuha Prayer Habituation Activities in Shaping Students’ Disciplinary and Religious Character

Sun, 12 Apr 2026 00:00:00 +0700

This study was conducted to investigate the implementation of character education focused on discipline and religious values at SDIT Bina Bangsa in the city of Serang. The research methodology employed in this study was qualitative and descriptive. Data collection for this study involved observational data, interviews, and documentation, all of which involved teachers and students. The results indicate that performing the Dhuha prayer regularly can enhance students’ disciplinary and religious attitudes. These disciplinary attitudes are demonstrated by students’ adherence to existing rules, fulfillment of their responsibilities, and awareness of the importance of performing religious duties independently. Synergy between the school and parents, supportive school policies, and teacher role modeling contributed to the success of this initiative. Thus, performing the Dhuha prayer can serve as an effective method for instilling a disciplined attitude in elementary school students grounded in Islamic values.

Emotional Intelligence and Participation in Dhuha Prayer at the Class Level: A Descriptive Correlational Study among Islamic Junior High School Students

Sun, 12 Apr 2026 00:00:00 +0700

Emotional intelligence (EI) plays a crucial role in students’ character development and academic success. In the context of Islamic education, religious habituation such as Dhuha prayer is viewed not only as a spiritual practice but also as a means of strengthening self-regulation and emotional management. This study aimed to examine the relationship between emotional intelligence and participation in Dhuha prayer at the classroom level in an Islamic junior secondary school (Madrasah Tsanawiyah). The study employed a quantitative approach with a descriptive-correlational design. The population consisted of all students of MTs Muhammadiyah 04 Purbalingga, with a sample of 113 students selected through convenience sampling. Emotional intelligence was measured using the Emotional Intelligence Scale (EIS), while data on Dhuha prayer participation were obtained from class attendance records. Data analysis was conducted at the classroom level by calculating the mean EI scores and average Dhuha prayer participation, followed by Spearman correlation analysis. The results revealed a very strong positive association between mean emotional intelligence and Dhuha prayer participation across classes (ρ = 1.00; N = 3). This association reflects a consistent pattern at the class level and should be interpreted cautiously due to the limited number of analytical units and the correlational nature of the study. This research contributes theoretically to the literature on emotional intelligence and religious practices and provides practical implications for strengthening character education through structured religious habituation programs in schools.