Strategies for Internalizing Wasathiyyah Islamic Values in Shaping Students’ Prosocial Behavior: A Phenomenological Study at Madrasah Tsanawiyah
DOI:
https://doi.org/10.55927/jeda.v5i3.41Keywords:
Wasathiyyah Islam; internalization of values; prosocial behavior; religious moderation; Islamic educationAbstract
The growing diversity of students in Islamic educational institutions highlights the need for strategies that promote both religious moderation and prosocial behavior. This study examines how Wasathiyyah Islamic values are internalized to foster prosocial traits among students at MTs NU Ibtidaul Falah in Kudus and identifies key factors influencing this process. Employing a qualitative, phenomenological approach, data were gathered through interviews, observations, and document analysis with the principal, teachers, and students. Findings show that integrating values-based learning, teacher modeling, institutional regulations, madrasah culture, and character programs supports discipline, tolerance, empathy, social concern, cooperation, responsibility, and deliberative habits. Students’ intrinsic motivation, committed teachers, family support, and institutional culture facilitate internalization, while the broader social environment and digital media create challenges. Fostering prosocial behavior in Islamic education, therefore, requires a synergistic approach across all elements of the madrasah ecosystem to achieve effective and sustained value internalization
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