Integration of Islamic Character Values in Thematic Learning at State Elementary Madrasahs in Lima Puluh Kota Regency

Abstract

This study investigates the integration of Islamic character values in thematic learning at Madrasah Ibtidaiyah Negeri in Lima Puluh Kota Regency. Despite the religious foundation of these institutions, the internalization of character values in classroom practices remains inconsistent and often implicit. The study aims to describe the forms of value integration, identify strategies used by teachers, analyze the challenges they face, and examine the alignment between lesson plans and classroom practices. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that while teachers attempt to embed Islamic values—such as honesty, cooperation, and responsibility—through stories and moral messages, these efforts are not systematically planned within the instructional framework. Lesson plans generally mention character education in broad terms without specifying Islamic principles or providing clear indicators for implementation. Moreover, instructional materials rely heavily on standard national textbooks with limited contextual adaptation. The study concludes that although there is a commitment to character education, the lack of structured planning, inadequate supporting materials, and limited understanding of integrative pedagogy hinder the full realization of Islamic value integration. These findings highlight a critical need for professional development and curriculum reform that enables teachers to incorporate religious values more explicitly and meaningfully into thematic instruction. The study offers both theoretical insight and practical recommendations for strengthening value-based education in Islamic elementary schools.