Exploring the Implementation of Ethical and Spiritual Values in High School Education: A Case Study in Makassar, Indonesia

Main Article Content

Hastuti Mulang
Aditya Halim Perdana Kusuma Putra

Abstract

This research explores the implementation of Islamic ethical and spiritual values in high school students using a case study design and qualitative research approach. Data was collected through observation, interviews, and documentation from 19 informants, including school officials, students, and parents. The research findings indicate that educators instill ethical and spiritual values in students as part of the process of character development, which starts from planning, execution, and evaluation phases outlined in the Lesson Preparation Plan (RPP) to produce students with high morals, faith, and piety. The study highlights the importance of instilling ethical and spiritual values in high school students to develop their character and help them become more morally upright, faithful, and pious individuals. The cultivation of ethical and spiritual values cannot be separated from supportive and inhibiting factors. The commitment of the school principal and the provision of facilities and infrastructure are supportive factors, while modern technological developments, poor social environment, and lack of attention from parents are inhibiting factors. The findings underscore the need for schools to provide the necessary support and infrastructure to ensure the successful implementation of such values. This study provides valuable insights into the factors that support or hinder the process of instilling ethical and spiritual values in high school students.

Downloads

Download data is not yet available.

Article Details

How to Cite
Mulang, H., & Putra, A. H. P. K. (2023). Exploring the Implementation of Ethical and Spiritual Values in High School Education: A Case Study in Makassar, Indonesia. Golden Ratio of Social Science and Education, 3(1), 01 - 13. https://doi.org/10.52970/grsse.v3i1.105
Section
Articles
Author Biographies

Hastuti Mulang, Universitas Muslim Indonesia, Makassar

 

 

Aditya Halim Perdana Kusuma Putra, Universitas Muslim Indonesia, Makassar

 

 

References

Abdullah, A. (2018). Cultivating Morals Students through Character Education: A Case Study. Journal of Education and Learning (EduLearn), 12, 457. https://doi.org/10.11591/edulearn.v12i3.7195

Agnew, J., Mercer, J., & Sopher, D. (2013). The city in cultural context. Routledge. https://doi.org/10.4324/9780203716144

Al-Abdullatif, A. M., & Aladsani, H. K. (2022). Parental involvement in distance K-12 learning and the effect of technostress: Sustaining post-pandemic distance education in Saudi Arabia. Sustainability, 14(18), 11305. https://doi.org/10.3390/su141811305

Arifin, I., & Adha, M. A. (2021). Dominance One-Roof Schools Principal Excellent Leadership in the Digital Age in Indonesia. Eurasian Journal of Educational Research, 93, 199–218. https://doi.org/10.14689/ejer.2021.93.10

Asutay, M., Buana, G. K., & Avdukic, A. (2022). The Impact of Islamic Spirituality on Job Satisfaction and Organisational Commitment: Exploring Mediation and Moderation Impact. Journal of Business Ethics, 181(4), 913–932. https://doi.org/10.1007/s10551-021-04940-y

Az‐Zubair, M. K. and B. (2007). Who is a parent? Parenthood in Islamic ethics. Journal of Medical Ethics, 33(10), 605 LP – 609. https://doi.org/10.1136/jme.2005.015396

Bar-Yam, Y. (2000). Complexity rising: From human beings to human civilization, a complexity profile.

Boutte, G., & Bryan, N. (2021). When will Black children be well? Interrupting anti-Black violence in early childhood classrooms and schools. Contemporary Issues in Early Childhood, 22(3), 232–243. https://doi.org/10.1177/1463949119890598

Chickering, A. W., Dalton, J. C., & Stamm, L. (2015). Encouraging authenticity and spirituality in higher education. John Wiley & Sons.

Fromm, E. (2013). Psychoanalysis and religion. Open Road Media.

Gizir, C. A., & Aydin, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, 13(1), 2156759X0901300103. https://doi.org/10.1177/2156759X0901300103

Haasova, S., Czellar, S., Rahmani, L., & Morgan, N. (2020). Connectedness with nature and individual responses to a pandemic: an exploratory study. Frontiers in Psychology, 11, 2215. https://doi.org/10.3389/fpsyg.2020.02215

Hanitzsch, T., Hanusch, F., Mellado, C., Anikina, M., Berganza, R., Cangoz, I., Coman, M., Hamada, B., Elena Hernández, M., & Karadjov, C. D. (2011). Mapping journalism cultures across nations: A comparative study of 18 countries. Journalism Studies, 12(3), 273–293. https://doi.org/10.1080/1461670X.2010.512502

Hemberg, J., Korzhina, Y., Groundstroem, H., Östman, L., Nyström, L., & Nyman-Kurkiala, P. (2021). Loneliness–Two sides to the story: Adolescents’ lived experiences. International Journal of Adolescence and Youth, 26(1), 41–56. https://doi.org/10.1080/02673843.2021.1883075

Jamaluddin, A. Bin, Zubaidah, S., Mahanal, S., & Gofur, A. (2021). The effect of integrated flipped classroom with local cultural values on character building in higher education. Ilkogretim Online, 20(2).

Karic, E. (2003). The significance of Sufism: Its place and value in the universal and perennial process of spiritual inquiry. In K. Matsuura (Ed.), The different aspects of Islamic culture, v. 5: Culture and learning in Islam (pp. 445-453). UNESCO.

Laeheem, K. (2018). Relationships between Islamic ethical behavior and Islamic factors among Muslim youths in the three southern border provinces of Thailand. Kasetsart Journal of Social Sciences, 39(2), 305–311. https://doi.org/https://doi.org/10.1016/j.kjss.2018.03.005

Lubis, M. (2015). Effective Implementation Of The Integrated Islamic Education. Global Journal Al Thaqafah, 5, 59–68. https://doi.org/10.7187/GJAT792015.05.01

Mu’ammar, M., Tolchah, M., & Hadi, A. (2020). Disobservation of Affective Domain Islamic Education in E-Learning: A Case Study in Universitas Terbuka. Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia.

Mundiri, A., & Hamimah, S. (2022). Early Childhood Behavior Management Strategy based on Fun Learning Environment. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 2583–2595. https://doi.org/10.31004/obsesi.v6i4.2063

Noguera, P. A. (2003). The trouble with Black boys: The role and influence of environmental and cultural factors on the academic performance of African American males. Urban Education, 38(4), 431–459. https://psycnet.apa.org/doi/10.1177/0042085903038004005

Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(4), 353–376. http://dx.doi.org/10.1002/tea.20142

Shakeel, M. D. (2018). Islamic Schooling in the Cultural West: A Systematic Review of the Issues Concerning School Choice. In Religions (Vol. 9, Issue 12). https://doi.org/10.3390/rel9120392

You, Z., Rud, A. G., Hu, Y., You, Z., Rud, A. G., & Hu, Y. (2018). High Mountains of Admiration: The Philosophy of Moral Education of the Confucian Big Three. The Philosophy of Chinese Moral Education: A History, 35–64. http://dx.doi.org/10.1057/978-1-137-56434-4

Zhou, M., & Brown, D. (2015). Educational learning theories. Education Open Textbooks.