Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

Moh. Ferdi  Hasan

doi:10.59400/fes2193

Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

Moh. Ferdi Hasan Sunan Kalijaga State Islamic University, Yogyakarta 55111, Indonesia

Article ID: 2193

DOI: https://doi.org/10.59400/fes2193

Keywords: elementary education; classroom teaching strategies; Islamic values; Nahdlatul Ulama; Muhammadiyah

Abstract

This research evaluates and analyzes (1) how classroom teachers formulate strategies to instill NU-Muhammadiyah ideological values in their respective elementary schools; (2) how these teachers implement strategies for instilling NU-Muhammadiyah values; and (3) how they evaluate the effectiveness of these strategies. Using a qualitative approach with a multi-case study design, this research studied 12 classroom teachers from NU- and Muhammadiyah-based elementary schools in Jember, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document study. Data analysis employed both single-case and cross-case analysis with spiral techniques, including data management, reading and coding, reduction, description, classification, interpretation, presentation, and conclusion. Data validity was verified through credibility, transferability, dependability, and confirmability tests. Results show that (1) teachers formulate ideological strategies based on three stages: external-internal analysis of ideological sources, establishment of vision-mission aligned with strategic policies, and incorporation of philosophical-ideological values including Tauhid, Maslahat, Dakwah, Nationalism, Humanism, Modernism, Musyawarah, and Tawakkal; (2) implementation strategies involve classroom-based approaches, including curriculum integration, pedagogical methods, and assessment techniques that reflect ideological values; (3) evaluation strategies involve systematic monitoring, clarification, performance measurement, and corrective actions to ensure alignment with ideological foundations.

Published

2025-07-07

How to Cite

Hasan, M. F. (2025). Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia. Forum for Education Studies, 3(3), 2193. https://doi.org/10.59400/fes2193

Download Citation

Issue

Vol. 3 No. 3 (2025)

Section

Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

[1]Epstein JL, Sanders MG, Sheldon SB, et al. School, family, and community partnerships: Your handbook for action, 5th ed. Corwin Press; 2023.

[2]Ahmad A, & Halim H. Islamic education in the digital era: Challenges and opportunities. Journal of Islamic Education. 2021; 9(2): 87-102.

[3]Hattie J. Visible Learning. Routledge; 2008.

[4]Darling-Hammond L, Flook L, Cook-Harvey C, et al. Implications for educational practice of the science of learning and development. Applied Developmental Science. 2019; 24(2): 97-140. doi: 10.1080/10888691.2018.1537791

[5]Erikson EH. Identity: Youth and crisis. W. W. Norton & Company; 1968.

[6]Kustiani D, & Pratama H. The Appropriate Educational Role for the Jordanian Secondary Schools based on Hoshin Kanri Methodology to develop their Quality Culture. İlköğretim Online. 2021; 20(2). doi: 10.17051/ilkonline.2021.02.15

[7]Freire P. Pedagogy of the oppressed. Seabury Press; 1970.

[8]Wang Z. Differentiated instruction in elementary school: Investigating the effects on student outcomes. Journal of Education Research. 2022; 14(3): 226-241.

[9]Hefner RW. Schools, social learning, and the future of Indonesian Islam. Asia Pacific Journal of Education. 2021; 41(3): 411-427.

[10]Azra A. Islamic education in Indonesia: Continuity, change, and challenges. Review of Indonesian and Malaysian Affairs. 2022; 42(1): 1-24.

[11]Lukens-Bull RA. Islamic higher education in Indonesia: Continuity and conflict. Springer; 2020.

[12]Raihani R. Islamic schools in Indonesia: Negotiating global and local identities. Asian Studies Review. 2022; 46(2): 287-304.

[13]Ministry of Education and Culture. Kebijakan penguatan karakter dalam pendidikan nasional. Kemendikbud RI. 2023.

[14]Berger PL, & Luckmann T. The social construction of reality: A treatise in the sociology of knowledge. Doubleday & Company; 1966.

[15]Hasan N, & Azra A. Islam in Indonesia: Contestation between moderate and conservative Islam. Oxford Islamic Studies Online. 2021.

[16]Widiasari N, & Sumarno B. Character education strategies in Indonesian religious schools. International Journal of Educational Management. 2020; 12(3): 145-159.

[17]Rahman F, Rahim F, & Ismail S. Pendidikan ideologi dalam konteks pendidikan agama: Studi kasus di sekolah dasar NU-Muhammadiyah. Jurnal Studi Agama dan Masyarakat. 2019; 15(2): 123-134.

[18]Baidhawy Z, & Khoirunisa S. Transformative Islamic education: Between idealism and reality in Indonesia. Religious Education. 2021; 116(4): 391-405.

[19]Citra A, Pratama RA, & Wijaya M. Pendidikan berbasis agama: Pendekatan integratif dalam pendidikan karakter. Jurnal Pendidikan Agama dan Keagamaan. 2020; 2(1): 45-56.

[20]Saputra R. Implementasi nilai-nilai ideologis dalam pendidikan dasar: Studi komparatif sekolah berbasis NU dan Muhammadiyah. Jurnal Penelitian Pendidikan Islam. 2022; 8(1): 45-62.

[21]Gunawan A, & Prayitno HJ. Implementing ideological values in Indonesian Islamic educational institutions. International Journal of Islamic Education. 2021; 9(2): 213-229.

[22]Apple MW. Ideology and curriculum, 4th ed. Routledge; 2019.

[23]Hasanah N. Ideological transmission in Indonesian Islamic education: A study of pesantren curricula. Journal of Islamic Studies and Culture. 2020; 8(1): 71-85.

[24]Rahmawati Y. Social construction of Islamic values: A study of ritual practices in Indonesian Islamic schools. Journal of Indonesian Islam. 2021; 15(1): 49-72.

[25]Panjwani F, Revell L. Religious education and hermeneutics: the case of teaching about Islam. British Journal of Religious Education. 2018; 40(3): 268-276. doi: 10.1080/01416200.2018.1493269

[26]Nurwanto N, & Marsigit M. Integrative approaches to value education: A study of Islamic schools in Yogyakarta. International Journal of Islamic Educational Research. 2022; 6(1): 23-41.

[27]Parker L, & Raihani R. Governing morality: Islamic education and character building in contemporary Indonesia. Journal of Moral Education. 2021; 50(2): 169-184.

[28]Hidayat N, & Wahid A. Traditional and modern approaches in NU-based Islamic schools: Negotiating pedagogical practices. Journal of Religious Education. 2022; 70(1): 103-117.

[29]Ahmad S, & Rahman K. Faith-based education and national values: Exploring intersections in Indonesian schools. Southeast Asian Journal of Education. 2021; 15(3): 245-261.

[30]Kahfi S, & Wahid RA. Values-based assessment in Islamic education: Frameworks and practices. International Journal of Assessment in Education. 2022; 7(2): 183-197.

[31]Cohen S. The challenges of evaluating spiritual and moral development. Journal of Beliefs & Values. 2018; 39(1): 18-30.

[32]Yin RK. Case study research and applications: Design and methods, 6th ed. Sage Publications; 2018.

[33]Stake RE. The art of case study research. Sage Publications; 1995.

[34]Lincoln YS, & Guba EG. Naturalistic inquiry. Sage Publications; 1985.

[35]Mahmood S. Value-saturated pedagogy: A framework for religious education in plural societies. Religious Education. 2023; 88(2): 112-128.

[36]Rosyada D, & Mujib A. Tradition-modernity synthesis in Indonesian Islamic education. Islamic Education Today. 2022; 7(3): 215-232.

Editor-in-Chief

Dr. Surapati Pramanik

Nandalal Ghosh B.T. College, India

eISSN

3029-2956

Publication Frequency

Quarterly

Indexing

Polish Scientific Bibliography

About the Publisher

Academic Publishing insists on taking academic exchange and publication as the main line, carrying out comprehensive management based on science and technology, and fully exploring excellent international publishing resources. Within 5 years, it will form a strategic framework and scale with science (S), technology (T), medicine (M), education (E), and humanities and arts (H) as the main publishing fields. Academic Publishing is headquartered in Singapore and based in Malaysia, with the United States and China providing the main scientific and academic resources. At the same time, it has established long-term good cooperative relations with other publishing companies, scientific research communities, and academic organizations in more than a dozen countries and regions. Academic Publishing uses English and Chinese as its main publishing languages, mainly publishing books, journals, and conference papers in print and online. The vast majority of publications follow the international open access policy, providing stable and long-term quality and professional publications. With the joint efforts of the expert team and our professional editorial team, our publications will gradually be indexed by international databases in stages to provide convenient and professional retrieval for various scholars. At the same time, manuscripts we accept will be subject to the peer review principle, and cutting-edge and innovative research articles will be preferentially accepted for peer reference and discussion. All kinds of our publications are welcome for peer to contribute, access, and download.

more

Volume Arrangement

2025

2024

2023

Featured Articles

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

The relationship between teachers’ self-efficacy and classroom management practices in secondary schools

This study explores the intricate relationship between teacher self-efficacy and classroom management practices in secondary schools in the Mansehra district of Pakistan. Teacher self-efficacy, defined as the belief in one’s ability to manage and influence classroom environments effectively, has been identified as a critical factor influencing both teaching performance and student outcomes. The research employed a mixed-method approach, gathering data from 62 teachers and 310 students using both online surveys (via Google Forms) and physical questionnaires to ensure a diverse and inclusive participant pool. Data analysis was conducted using two complementary tools: SPSS and Smart PLS. SPSS was used for descriptive statistics and inferential analyses, such as t-tests, chi-square tests, and measures of central tendency, to offer an overview of group differences and relationships between variables. Meanwhile, Smart PLS was employed for Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique suited for complex models and smaller sample sizes. This method allowed for the analysis of both direct and indirect relationships between the study variables—teacher self-efficacy, teaching practices, and classroom management. The findings reveal a significant positive correlation between teacher self-efficacy and classroom management practices. Additionally, teaching practices were found to mediate this relationship, indicating that higher levels of self-efficacy not only directly improve classroom management but also enhance teaching performance, which in turn contributes to better-managed classrooms. These results suggest that interventions aimed at enhancing teacher self-efficacy can have far-reaching effects on educational outcomes. The study highlights the need for focused teacher development programs that foster self-efficacy, thereby improving classroom management, student engagement, and overall academic success.

Artificial Intelligence in education: A comprehensive study

This comprehensive study delves into the multifaceted role of AI in education, exploring its applications, benefits, challenges, and future implications. The purpose of the study is to show how AI in education helps educators identify gaps in student knowledge and provide targeted feedback to improve learning outcomes. As a methodology, the library method and the study and review of various documents have been used in this research. The study examines the diverse range of AI technologies employed in educational settings, including intelligent tutoring systems, personalized learning platforms, educational chatbots, and virtual reality simulations. Furthermore, the study delves into the numerous benefits that AI brings to education. It highlights how AI-powered analytics and data-driven insights enable educators to gain deeper insights into student learning patterns, identify areas for improvement, and tailor instructional strategies accordingly. Additionally, AI-driven tools promote inclusivity by providing personalized support to learners with diverse needs and learning styles. Despite its transformative potential, the study also acknowledges the challenges and ethical considerations associated with integrating AI into education. Data privacy, algorithmic bias, and the digital divide are examined in detail, emphasizing the importance of responsible AI deployment and ethical guidelines. Looking ahead, the study explores the future implications of AI in education and the evolving role of educators in AI-enabled classrooms. It discusses how AI technologies will continue to evolve, offering new opportunities for collaborative learning, skill development, and lifelong education. In conclusion, this comprehensive study underscores the profound impact of AI on education and the need for thoughtful implementation strategies that prioritize equity, inclusivity, and ethical considerations. By harnessing the potential of AI, education systems can better prepare learners for the challenges and opportunities of the future.

Enhancing adult learner success in higher education through decision tree models: A machine learning approach

This article explores the use of machine learning, specifically Classification and Regression Trees (CART), to address the unique challenges faced by adult learners in higher education. These learners confront socio-cultural, economic, and institutional hurdles, such as stereotypes, financial constraints, and systemic inefficiencies. The study utilizes decision tree models to evaluate their effectiveness in predicting graduation outcomes, which helps in formulating tailored educational strategies. The research analyzed a comprehensive dataset spanning the academic years 2013–2014 to 2021–2022, evaluating the predictive accuracy of CART models using precision, recall, and F1 score. Findings indicate that attendance, age, and Pell Grant eligibility are key predictors of academic success, demonstrating the strong capability of the model across various educational metrics. This highlights the potential of machine learning (ML) to improve data-driven decision-making in educational settings. The results affirm the effectiveness of Decision Tree (DT) models in meeting the educational needs of adult learners and underscore the need for institutions to adapt their strategies to provide more inclusive and supportive environments. This study advocates for a shift towards nuanced, data-driven approaches in higher education, emphasizing the development of strategies that address the distinct challenges of adult learners, aiming to enhance inclusivity and support within the sector.