The cultivation of Aqidah-Akhlaq learning habits to enhance student learning outcomes at Madrasah Aliyah Alkhairaat Palu
DOI:
https://doi.org/10.64171/JAES.6.4.186-193Keywords:
Habitus, Islamic education, Islamic creed, Islamic ethicsAbstract
This study is driven by the importance of building a learning habitus based on akhlakul karimah (noble character), which is influenced by socio-cultural factors and family capital. Integrating Islamic values into the Akidah Akhlak subject is urgently needed to transform madrasah regulations into intrinsic motivation while addressing students' reactive learning patterns. This study aims to examine the forms of habitus, identify pedagogical strategies, and analyze their impact on holistic learning outcomes to provide a baseline for sustainable curriculum development. This study used phenomenological qualitative research at a Madrasah Aliyah in Palu city. Data were gathered through observation, in-depth interviews, and analysis of written materials. Data were analyzed using the Miles and Huberman interactive model. Data accuracy is maintained through triangulation, prolonged observation, peer debriefing, and member checking. This study found that the Akidah Akhlak learning habitus is constructed through a hidden curriculum driven by teachers as living role models and madrasah rules as a body-hexis-shaping doxa, creating a spiritual panopticon that elevates learning motivation from pragmatic compliance to seeking blessings (tabarruk) and sincere respect (ta'zim). Structured across three pillars teacher role modeling (uswah hasanah), systemic habituation, and environmental conditioning—this habitus formation significantly expands multidimensional learning outcomes by fostering self-regulation up to the value characterization stage effectively, lowering the affective filter to yield psychological safety and 100% cognitive mastery above the minimum competency standard, and automating daily worship, physical discipline, and social-leadership skills psychometrically. Islamic Habitus in schools fosters psychological safety and frees up students' working memory for HOTS, while shifting instruction from textualism to character formation and serving as the foundation for a local wisdom-based hidden curriculum.
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