Students’ Perception of Islamic Values Integration in English Language Teaching at an Islamic Junior High School
DOI:
https://doi.org/10.24256/ideas.v14i1.10332Keywords:
students’ perception; Islamic values; English language teaching; junior high school.Abstract
The integration of Islamic values into English language teaching is relevant in the context of education at Islamic schools. This study aims to examine students’ perceptions of the integration of Islamic values into English language teaching. This study employed a descriptive quantitative design supported by qualitative data. The participants were 20 eighth-grade students at an Islamic junior high school in Sumenep, Madura. Data were collected through a Likert-scale questionnaire and open-ended questions as supporting data. Quantitative data were analyzed using percentage distribution and mean scores, while the qualitative data were analyzed using simple descriptive method to support the quantitative results. The results of the study indicate that most students have a positive perception of the integration of Islamic values into English language learning. students’ perceptions of the integration of Islamic values were categorized as high, with a mean score of 4.04. Similarly, students’ interest in learning English was also categorized as high, with a mean score of 4.02. The distribution of responses indicates that most students selected "Agree" and "Strongly Agree" on most items. Further qualitative findings support these results, showing that students consider the integration of Islamic values to be meaningful, beneficial for character development, and helpful in understanding the learning material. However, some students indicated that variations in teaching methods are still needed to enhance engagement. Overall, this study concludes that integrating Islamic values into English language teaching (ELT) positively influences students’ perceptions and interest in learning, particularly within the context of Islamic-based education.
References
Anggraini, K., Efendi, W. Y., & Gusmaneli. (2025). Integrasi Nilai-Nilai Islam dalam Desain Pembelajaran PAI melalui Identifikasi Karakteristik Peserta Didik. Jurnal Pendidikan Sains Dan Teknologi Terapan, 02(04), 384–389.
Arifin, M. N., Septiana, I., Suaidi, A., & Fitri, Z. S. (2024). Integrasi Nilai-nilai Islam Wasathiyah dan Budaya Lokal dalam Pengembangan Bahan Ajar Bahasa Inggris. 5(1), 285–302. https://doi.org/10.30812/adma.v5i1.3776
Dahirin, & Rusmin. (2024). Integrasi Nilai-Nilai Keislaman Pada Peserta Didik Melalui Pembelajaran Pendidikan Agama Islam. Dirasah : Jurnal Studi Ilmu Dan Manajemen Pendidikan Islam, 7(2), 762–771.
Eryandi. (2023). Integrasi Nilai-Nilai Keislaman dalam Pendidikan Karakter di Era Digital. 1, 12–16.
Harmer, J. (1998). How to Teach English. Pearson Education Limited.
Hidayati, N., Hamzanwadi, I. A. I., & Lombok, P. (2024). INTERNALISASI NILAI-NILAI ISLAM DALAM MEMBENTUK PERILAKU SISWA DI MADRASAH TSANAWIYAH NEGERI 1 LOMBOK TIMUR. 11, 1310–1325.
Ilyosovna, N. A. (2020). The Importance of English Language. 22–24.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Kusnarti, G. (2019). THE INFLUENCE OF STUDENTS ’ PERCEPTIONS OF SCHOOL ENVIRONMENT AND LEARNING DISCIPLINE TOWARD THE ACHIEVEMENT OF ENGLISH SUBJECT. 2(1), 54–59.
Latifah, M., & Irawan, H. (2024). Penguatan Pendidikan Karakter dalam Integrasi Nilai-Nilai Islami. 8(2), 407–416.
Muharmansyah, R., & Imamuddin, M. (2023). Pengaruh Persepsi Siswa Tentang Keterampilan Dasar Mengajar Guru terhadap Hasil Belajar Matematika. 05(03), 6986–6993.
Nurfatimah, S. (2026). Rekonstruksi Teori Kurikulum PAI Berbasis Integrasi Nilai Spiritual ,. 4(4), 10466–10473.
Nurtika, M. (2021). Pengaruh persepsi atas gaya belajar dan perhatian orang tua terhadap prestasi belajar bahasa inggris. 4(1), 1–9.
Pramitasari, A., Indriana, Y., & Ariati, J. (n.d.). HUBUNGAN ANTARA PERSEPSI TERHADAP METODE PEMBELAJARAN KONTEKSTUAL DENGAN MOTIVASI BELAJAR BIOLOGI SISWA KELAS XI IPA SMAN 1 PANGKALAN KERINCI, RIAU. Jurnal Psikologi Undip, 92–102.
Ramadhani, N., Natasya, B., & Siregar, R. (2025). INTEGRASI NILAI – NILAI ISLAM DALAM PEMBELAJARAN SAINS : PENDEKATAN KONTEKSTUAL DI SEKOLAH ISLAM. Jurnal Penelitian Ilmiah Interdisipliner Vol, 9(11), 85–96.
Rohmah, Z. (2012). Incorporating Islamic messages in the English teaching in the Indonesian context. International Journal of Social Sciences and Education.
Rosita, D., & Prabowo, F. (2025). INTEGRASI NILAI-NILAI ISLAM DALAM PEMBENTUKAN KARAKTER SISWA MELALUI PEMBELAJARAN IPA DI. 10.
Sabudu, D. (2025). Students’ Learning Engagement In Contextual Teaching And Learning Strategies Management: The Voices From English Education Classroom. Tadbir : Jurnal Studi Manajemen Pendidikan Vol., 9(2).
Saiful, M. (2024). PEMBIASAAN NILAI-NILAI RELIGIUS DALAM PENDIDIKAN BONDOWOSO. Jurnal PAI : Jurnal Kajian Pendidikan Agama Islam, 3(1), 20–33.
Sakirman. (2025). PENERAPAN PENDEKATAN KONTEKSTUAL DALAM MENANAMKAN NILAI-NILAI PENDIDIKAN ISLAM DI MADRASAH IBTIDAIYAH. MODELING: Jurnal Program Studi PGMI, 12, 103–120.
Supriadi, U., Faqihuddin, A., Rindu, M., Islamy, F., Artikel, S., & Address, E. (2024). Pengabdian dan Pemberdayaan Masyakat. 74–87.
Wahyuni, N. S., Hidayatuloh, A. A., & Hasan, M. (2025). Jurnal Pendidikan Indonesia : Integrasi Pendidikan Keagamaan Untuk Pembentukan Karakter di Sekolah Dasar Multikultural. 5(3). https://doi.org/10.59818/jpi.v5i3.1350
Walgito, B. (2010). Pengantar Psikologi Umum. Penerbitan Yayasan Kanisius.
Yana, E., Andrini, M., Syafe, I., Hadiati, E., & Rahmatika, R. V. (2026). Strategi dan Metode Pembelajaran dalam Pendidikan Agama Islam : Kajian Literatur Konsep , Prinsip Pedagogis , dan Implementasi Kontemporer. 21(1), 1581–1594. https://doi.org/10.31603/paedagogie.v21i1.16402
Zakaria, M. (2024). Menganalisis Dimensi-Dimensi Etika dalam Qasas Al- Qur’an (Implikasi bagi Pembentukan Karakter Muslim Kontemporer). Fikroh: Jurnal Studi Islam, 8(2), 95–106.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Indawati, Nur Hidayanto Pancoro Setyo Putro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
