Dari Narasi ke Perilaku: Internalisasi Nilai Akhlak melalui Kisah Keteladanan Nabi
https://doi.org/10.54604/itg.v10i1.546
Abstract
Moral education in Islamic elementary schools often stops at cognitive mastery and fails to translate into students' everyday behavior. Previous studies have largely taken the form of classroom action research measuring gains in learning outcomes, and therefore have not explained the mechanism through which a narrative becomes an action. This study aims to describe the implementation of the exemplary-story method of Prophet Muhammad in Islamic Religious Education, to explain its influence on students' understanding and application of moral values, and to map its supporting and inhibiting factors. A qualitative approach with a single case study design was employed at Madrasah Ibtidaiyah Negeri 1 Gayo Lues, Blangkejeren Sub-district, from May to October 2025. Data were collected through limited observation, semi-structured interviews with seven purposively selected informants, and analysis of documents including lesson plans, student reflection journals, project portfolios, and madrasah budget records. Data were analyzed using the interactive model of Miles and Huberman, and credibility was examined through source triangulation, technique triangulation, and member checking. The findings show that implementation proceeds as a four-stage cycle: story selection, media-supported delivery, reflective discussion, and habituation with concrete action. Value transfer occurs through three layers of internalization, namely cognitive, affective, and conative, with the reflection stage serving as the decisive node. This study proposes a narrative-reflective cycle model as a framework for story-based moral education
Keywords:
value internalization, exemplary stories, Islamic elementary school, moral education, narrative learningReferences
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