Implementation of Moral Values in Islamic Religious Education Learning Through the Stories of Prophet Muhammad SAW: A Case Study at MTsN 1 Blang Kejeren

Abstract

The erosion of moral character among adolescents amid digital acceleration and shifting social norms has renewed scholarly attention to value-laden pedagogies within religious education. This study examines how moral values are implemented in Islamic Religious Education (PAI) learning through the narration of the stories of Prophet Muhammad SAW at MTsN 1 Blang Kejren, a state Islamic junior secondary school situated in the highland Gayo cultural region of Aceh, Indonesia. Adopting a qualitative single-case design informed by narrative-transportation and social learning theory, data were gathered from three PAI teachers, twelve students, and one curriculum coordinator through semi-structured interviews, non-participant classroom observation across eight learning sessions, and documentary analysis of lesson plans and student reflective journals. Data were analysed thematically using the Miles, Huberman, and Saldaña interactive model, supported by NVivo 14, with trustworthiness established through triangulation, member checking, and an audit trail. Findings reveal that teachers operationalised prophetic narratives through four interlocking mechanismscontextual storytelling, character modelling, dialogic reflection, and habituation which together translated abstract moral ideals such as honesty, patience, compassion, and social responsibility into observable classroom conduct. The narrative approach fostered affective engagement and self-referential moral reasoning that conventional expository instruction rarely achieved, although its effectiveness was moderated by teacher narrative competence, time constraints, and assessment misalignment. The study contributes a locally grounded, empirically substantiated model of narrative-based moral internalisation that integrates prophetic biography (sirah) with contemporary character-education theory, extending the literature beyond its prevailing Western and quantitative orientation. Practically, the findings inform teacher preparation, lesson design, and madrasah policy on character education, suggesting that structured narrative pedagogy can serve as a viable vehicle for moral formation when institutionally supported.