Internalizing Hubbul Wathan through Islamic Education for Civic Participation and Inclusive School Culture
DOI:
https://doi.org/10.70211/wesw.v3i3.757Keywords:
Hubbul Wathan, Islamic Schooling, Values Internalization, Civic Participation, Inclusive Education, School CultureAbstract
This study examines how Hubbul Wathan, or love of the homeland, is incorporated into an Islamic senior secondary school’s curriculum and expressed in teaching and student accounts. An interpretive qualitative case study involved fifteen participants: four Islamic education teachers, one curriculum coordinator, two school leaders, and eight students from Grades 10–12, comprising four female and four male students. Approximately four months of fieldwork combined semi-structured interviews, non-participant observations, and curriculum document analysis. Thematic analysis identified four themes: integration across Islamic Faith and Ethics (Aqidah-Akhlak), Islamic History, and Islamic Jurisprudence (Fiqh); habituation, teacher example, commemorative rituals, and less consistently implemented projects; reported respect for national symbols, civic participation, and tolerance; and enabling or constraining conditions involving teachers, school culture, families, instructional time, and digital media. Some students described personally endorsed civic commitments, whereas others participated mainly to meet school expectations. These differences indicate varied expressions of internalization rather than uniform outcomes or causal effects. The case illustrates how coordinated curricula and teacher conduct can connect religious meaning with civic responsibility. Implications concern reflective learning, inclusive participation, and institutional support; effects on gender equity and student wellbeing require separate investigation.
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