Developing a Madrasah Culture-Based Etiquette Education Model: A Case Study of Darut Tauhid Islamic Primary School, Jember, Indonesia
DOI:
https://doi.org/10.35719/adabiyah.v7i2.1374Keywords:
etiquette education, madrasah culture, Islamic character education, adab, primary education, character developmentAbstract
This study aims to develop a madrasah culture-based etiquette education model in strengthening students’ character in Islamic primary education. The study is grounded in the concern that etiquette education in madrasahs is often implemented in a fragmented and unsystematic manner, limiting its effectiveness in fostering students’ moral development. Therefore, this research seeks to analyze the existing practices of etiquette education and to formulate a more integrated and sustainable model based on madrasah culture. This study employs a qualitative approach using a case study design conducted at Darut Tauhid Islamic Primary School, Jember, Indonesia. Data were collected through observations, in-depth interviews, and document analysis involving school leaders, teachers, and educational staff. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, while ensuring trustworthiness through triangulation and validation techniques. The findings reveal that etiquette education has been implemented through habituation practices, religious activities, and teacher role modeling, supported by subjects such as Akhlaqul Lil Banin and Aqidah Akhlak. However, its implementation remains partially structured, lacking systematic integration across the curriculum and consistency in practice. Despite these limitations, the study shows that such practices have a significant positive impact on students’ discipline, politeness, and social responsibility. Based on these findings, the study proposes an integrative model consisting of five key components: Islamic value foundation, teacher exemplarity, integrated habituation, supportive madrasah environment, and parental collaboration. The novelty of this study lies in its effort to conceptualize etiquette education not merely as a set of habitual practices, but as an integrated system embedded within madrasah culture. It also offers a contextual application of the concept of adab in Islamic primary education, bridging theoretical perspectives with practical implementation. This study contributes to the field of Islamic education by providing a conceptual framework that integrates character education theories with Islamic values, while also offering practical guidance for developing more structured and sustainable etiquette education programs in madrasahs. The findings are expected to support educators and policymakers in strengthening value-based education within Islamic schooling contexts.
References
Aini, F., & Ramadan, Z. H. (2024). Peran guru dalam mengembangkan nilai etika dan moral peserta didik sekolah dasar. ELSE (Elementary School Education Journal), 8(2), 331–339.
Arthur, J., Kristjánsson, K., Harrison, T., Sanderse, W., & Wright, D. (2017). Teaching character and virtue in schools. Routledge.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Ellysa, H. R., & Karimah, S. (2022). Upaya guru dalam membangun tata krama bergaul siswa di lingkungan SDN Kebun Sari 1 Amuntai. Jurnal Pendidikan Sosial dan Humaniora, 1(2), 1–11.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
Fauzi, I. (2018). Manajemen pendidikan ala Rasulullah. Ar-Ruzz Media.
Fauzi, I. (2020). Konvergensi kurikulum dan pembelajaran di madrasah berbasis pesantren. Bitread.
Fiantika, F. R., Wasil, M., Jumiyati, S. R. I., Honesti, L., Wahyuni, S. R. I., Mouw, E., Mashudi, I., et al. (2022). Metodologi penelitian kualitatif. PT Global Eksekutif Teknologi.
Hafizallah, Y. (2020). Kritik terhadap pendidikan karakter Thomas Lickona: Perspektif psikologi Islam. Psychosophia: Jurnal Psikologi, Agama, dan Kemanusiaan, 2(2), 142–157.
Husna, N. A., Santoso, S., & Ismaya, E. A. (2022). Penanaman budaya 5S (senyum, sapa, salam, sopan, santun) pada siswa sekolah dasar. Jurnal Ilmiah Ilmu Pendidikan, 5(2), 561–567.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Lukman, A. (2020). Manajemen pendidikan madrasah: Dinamika dan studi perbandingan madrasah dari masa ke masa. Azyan Mitra Media.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE Publications.
Mawardi, I., Shalikhah, N. D., & Baihaqi, A. (2020). Penguatan pendidikan karakter berbasis budaya Islami sekolah di MI Muhammadiyah Sidorejo Bandongan. Jurnal Pengabdian dan Pemberdayaan Masyarakat, 4(1), 81–87.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Miskiyyah, S. Z., Puspita, P. I., Dewi, T. B. T., Mu’izzah, R., Febriyanti, A. A., & Suttrisno. (2025). Integrasi pembelajaran berbasis budaya dan kearifan lokal dalam kurikulum madrasah ibtidaiyah: Analisis literatur tentang model dan implementasinya. Jurnal Manajemen Pendidikan, 10(2), 618–632.
Mones, A. Y., & Laurensia, T. (2021). Dampak efektivitas pendidikan tata krama dalam keluarga terhadap pertumbuhan karakter anak di SDK Naileku. Jurnal Selidik, 2(2), 64–79.
Nafi’isah, F., & Bahrodin, A. (2020). Penanaman nilai-nilai sopan santun terhadap pengembangan karakter generasi millennial. Al-Adawat: Jurnal Pendidikan Madrasah Ibtidaiyah.
Nurdin, M. I., Massikki, M., & Lamada, M. S. (2024). Pengembangan game edukasi pengenalan tata krama untuk membentuk perilaku pada anak berbasis Android. Journal of Computers, Informatics, and Vocational Education, 1(3), 12–19.
Nucci, L. P., & Narvaez, D. (2008). Handbook of moral and character education. Routledge.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications.
Putri, W., Kurniawan, M. A., & Nuraini. (2024). Peran guru dalam membentuk karakter siswa (studi kasus di MI Al-Khoeriyah Bogor). Jurnal Ilmu Multidisiplin, 4(4), 1–14.
Republik Indonesia. (2003). Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Sukadari. (2020). Peranan budaya sekolah dalam meningkatkan mutu pendidikan. Jurnal Exponential: Jurnal Pendidikan Luar Biasa, 1(1), 75–86.
Sulhan, A. (2018). Manajemen pendidikan karakter berbasis budaya santri dalam mewujudkan mutu lulusan. Jurnal Penelitian Keislaman, 14(2), 108–135.
Sumarto. (2020). Budaya madrasah dalam penerapan manajemen pendidikan Islam. Jurnal Literasiologi, 3(3), 88–99.
Wally, M. (2021). Peran guru dalam pembentukan karakter siswa. Jurnal Studi Islam, 10(1), 70–81.
Yulianto, R. (2020). Implementasi budaya madrasah dalam membangun sikap moderasi beragama. Jurnal Pendidikan dan Pembelajaran, 1(1), 111–123.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sa'idah Karimah, Erlin Indaya Ningsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
