Social Reconstruction Curriculum and Character Formation: Integrating Experiential and Community-Based Learning in Islamic Elementary Education

Robiatul  Addawiyah; Jesica Dwi  Rahmayanti

doi:10.37812/zahra.v6i2.2330

Authors

Robiatul Addawiyah University of Siena, Italy
Jesica Dwi Rahmayanti Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

DOI:

https://doi.org/10.37812/zahra.v6i2.2330

Keywords:

Social Reconstruction, Character Building, Elementary School

Abstract

Character education has become an important priority in addressing moral challenges among students; however, its implementation is often not fully integrated into curriculum design and learning practices. This study aims to analyze the development and implementation of a social reconstruction curriculum model in strengthening students’ character education at SD Islam Az Zahro Menganti Gresik, Indonesia. This research employed a qualitative approach with a case study design. Data were collected through participatory observation, semi-structured interviews, and documentation involving the principal, vice principal for curriculum affairs, and classroom teachers. The data were analyzed using the Miles and Huberman interactive model, while validity was ensured through triangulation. The findings indicate that the school develops its School Operational Curriculum (KOSP) by integrating the national curriculum with a pesantren-based curriculum and applying a social reconstruction approach that emphasizes student-centered and experiential learning involving community participation. This curriculum development strengthens five main character values: religiosity, nationalism, integrity, independence, and mutual cooperation through habituation practices and contextual learning programs. The study highlights that the social reconstruction curriculum model can serve as an integrative framework for embedding character education within school culture and community-based learning practices.

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