Journal of Education and Teaching Learning

Enculturating Religious Values through Self-Assessment-Based Habituation: A Case Study of Deep Learning Implementation in the Merdeka Curriculum: Developing a Dynamic Religious Enculturation System in Islamic Religious Education

View article page

Muhamad Hasan Abdulloh Institut Agama Islam Khozinatul Ulum Blora

Ahmad Saiful Rizal Institut Agama Islam Khozinatul Ulum Blora

0Citations

Publisher

PT Media Jurnal dan Pendidikan

ISSN

2986-3791

eISSN

2986-3015

Received

23 September 2026

Accepted

29 October 2026

Online

21 October 2026

Updated

2 November 2026

Issue

Vol.4 No.2 October (2026)

Pages

1277-1289

Article ID

511

Language

English

Keywords

Abstract

Religious character formation remains a challenge in Islamic Religious Education because school-based religious habituation tends to prioritize behavioral compliance over students’ intrinsic awareness. This study aimed to analyze the implementation of a self-assessment-based habituation model, identify mechanisms for enculturating religious values, and develop a conceptual model of a Dynamic Religious Enculturation System within the Merdeka Curriculum using the Deep Learning approach. Using a qualitative case study at SMA Negeri 1 Blora, the research involved 11 participants: the principal, two Islamic Religious Education teachers, two homeroom teachers, and six students representing three grade levels. Data from observations, in-depth interviews, and documents were analyzed using Miles and Huberman’s interactive model, with source and methodological triangulation. Findings show that self-assessment functions as a pedagogical mechanism that fosters religious self-awareness, personal agency, and self-regulation through teacher feedback and a continuous habituation cycle. The integration of these mechanisms indicates a shift from rule-driven habituation toward religious value enculturation. However, the extent to which these values are embedded in students’ identities and ways of life requires further longitudinal investigation. The resulting model contributes to religious habituation, Deep Learning implementation, and authentic assessment in Islamic Religious Education.

References 41

S. Tawil and F. Miao, ‘Steering the Digital Transformation of Education: UNESCO’s Human-Centered Approach’, Front. Digit. Educ. 2024 11, vol. 1, no. 1, pp. 51–58, Jul. 2024, doi: 10.1007/S44366-024-0020-0. DOI

I. Liasa, I. Sulistiani, and S. Muliana, ‘Pendidikan Karakter Sebagai Pilar Utama Dalam Membentuk Generasi Penerus Bangsa Yang Bermoral dan Bertanggung Jawab’, JSES J. Sultra Elem. Sch., vol. 4, no. 1, pp. 452–464, 2023.

Mulia Rejeki, ‘Peran Pendidikan Agama Islam dalam Membentuk Karakter Generasi Muda di Era Modern’, Hikmah J. Stud. Pendidik. Agama Islam, vol. 2, no. 4, pp. 311–321, 2025, doi: 10.61132/hikmah.v2i4.1599. DOI

A. Zahara, A. Puja Kusuma, M. Doa Salsabil, H. Irfanda, and Sumiarti, ‘Problematika Pendidikan Agama Islam di Sekolah Menengah: Analisis dan Alternatif Solusi’, An-Najah J. Pendidik. Islam dan Sos. Keagamaan, vol. 05, no. 01, pp. 490–496, 2026, [Online]. Available: https://journal.nabest.id/index.php/annajah/article/view/838/ URL

E. Nursalim, Zurqoni, and Khojir, ‘Model of Internalisation Religious Character Values to Strengthen Moral Student’, TARBIYA J. Educ. Muslim Soc., vol. 10, no. 2, pp. 163–182, 2023, doi: 10.15408/tjems.v10i2.37575. DOI

A. R. Azis and A. R. Tamimi, ‘Membangun Kompetensi Metakognitif Peserta Didik Melalui Deep Learning Dalam Pembelajaran Pendidikan Agama Islam’, J. Res. Thought Islam. Educ., vol. 8, no. 1, pp. 134–156, Jun. 2025, doi: 10.24260/JRTIE.V8I1.3579. DOI

N. N. Nilpendra, R. Faslah, N. Triana, N. Nursuadila, and M. Ramadhani, ‘Enhancing Islamic Religious and Character Education through a Deep Learning Approach’, Ahlussunnah J. Islam. Educ., vol. 5, no. 1, pp. 76–82, Apr. 2026, doi: 10.58485/JIE.V5I1.542. DOI

A. A. Musyarofah and M. Sahlan, ‘Transformasi Evaluasi Pendidikan Agama Islam di Era Deep Learning dalam Kurikulum Merdeka serta Tantangan dan Peluangnya’, J. Pengemb. dan Eval. Pendidik., vol. 3, no. 1, pp. 15–23, May 2026, doi: 10.61692/JPEP.V3I1.451. DOI

F. E. Dianastiti and M. Suryaman, ‘Teacher Self-Assessment of the Implementation of the Deep Learning Approach in Junior High Schools’, J. Teknol. Pendidik. J. Penelit. dan Pengemb. Pembelajaran, vol. 11, no. 2, pp. 340–351, 2026, doi: 10.33394/jtp.v11i2.19343. DOI

E. R. Yuliana, A. A. Rofiki, and S. Purwaka, ‘Implementasi tiga pilar deep learning dalam pembelajaran pendidikan agama islam dan perkembangan hasil belajar’, Southeast Asian J. Technol. Sci., vol. 7, no. 1, pp. 219–229, Jul. 2026, doi: 10.29210/810712000. DOI

S. Lutfi, S. Sardimi, and S. Norhidayah, ‘Enhancing Engagement and Comprehension Through Joyful Learning in Qur’an and Hadith Education’, Syaikhuna J. Pendidik. dan Pranata Islam, vol. 17, no. 01, pp. 1–20, Jan. 2026, doi: 10.62730/SYAIKHUNA.V17I01.7788. DOI

M. Sánchez-Élez et al., ‘Enhancing Students’ Learning Process Through Self-Generated Tests’, J. Sci. Educ. Technol., vol. 23, no. 1, pp. 15–25, Mar. 2014, doi: 10.1007/s10956-013-9447-7. DOI

A. Masuwai, H. Zulkifli, and M. I. Hamzah, ‘Self-assessment for continuous professional development: The perspective of Islamic Education’, Heliyon, vol. 10, no. 19, Oct. 2024, doi: 10.1016/j.heliyon.2024.e38268. DOI

D. Maghfiroh and N. Aisyah, ‘Internalisasi Nilai-Nilai Pendidikan Agama Islam Dalam Membentuk Karakter Siswa Melalui Budaya Religius’, Glob. Educ. J., vol. 1, no. 2, pp. 304–318, 2023, doi: 10.59525/gej.v1i2.265. DOI

A. Suhendri, Meriyati, and Yahya, ‘Implementasi Penanaman Nilai Pendidikan Karakter Melalui Metode Habituasi Di Pondok Modern Darussalam Gontor Putri Kampus 8’, J. Educ., vol. 07, no. 01, pp. 743–752, 2024, doi: 10.31004/joe.v7i1.6401. DOI

S. Maftuhah, S. Aris, and N. Elfira, ‘The Concept Of Enculturation In Cross-Cultural Counseling’, J. MARAWA Masy. Reli. dan Berwawasan, vol. 3, no. 2, pp. 158–164, 2024, doi: 10.31958/marawa.v3i2.11042. DOI

Y. Hod and O. Sagy, ‘School enculturation discourse: a meta synthesis from research in the learning sciences’, Inf. Learn. Sci., vol. 123, no. 9–10, pp. 621–641, Oct. 2022, doi: 10.1108/ILS-11-2021-0103. DOI

J. H. Nieminen and D. Boud, ‘Student self-assessment: a meta-review of five decades of research’, Assess. Educ. Princ. Policy Pract., vol. 32, no. 2, pp. 127–151, Mar. 2025, doi: 10.1080/0969594X.2025.2510211. DOI

S. Soffer-Vital and A. Glassner, ‘Ongoing and holistic self assessment as a developmental practice: learner agency, reflection and identity formation in higher education’, Assess. Eval. High. Educ., 2026, doi: 10.1080/02602938.2026.2643334. DOI

F. I. Rosyadi, H. Zaini, and Nasiruddin, ‘Reflective Teaching Approach: Theory And Practice For Effective Arabic Learning’, Ijaz Arab. J. Arab. Learn., vol. 5, no. 2, pp. 424–435, 2022, doi: 10.18860/ijazarabi.v5i2.14201. DOI

M. McClelland et al., ‘Self-regulation’, Handb. Life Course Heal. Dev., pp. 275–298, Jan. 2017, doi: 10.1007/978-3-319-47143-3_12. DOI

J. Hancock, R. Al Bishawi, and D. Coyle, ‘Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach’, Cambridge J. Educ., vol. 53, no. 6, pp. 761–778, Nov. 2023, doi: 10.1080/0305764X.2023.2234848. DOI

C. Anwar, Ikhwanudin, and E. Prasetiawati, ‘Introspeksi Diri Dalam Al- Qur ’ an (Studi Kajian Tafsir Tematik Ayat- Ayat Muhāsabah Al -Nafs)’, AL-AFKAR J. Islam. Stud., vol. 9, no. 1, pp. 592–605, 2026, [Online]. Available: https://al-afkar.com/index.php/Afkar_Journal/article/view/2258/ URL

A. N. M. Fuadi and A. A. Azis, ‘Nilai-Nilai Karakter dalam Adab al-’Alim wa al-Muta’allim KH. Hasyim Asy’ari dan Implikasinya bagi Pendidikan Islam Kontemporer’, J. Pendidik. Indones. Teor. Penelit. dan Inov., vol. 5, no. 4, pp. 249–260, 2025, doi: 10.59818/jpi.v5i4.1885. DOI

L. M. Andayanie, M. S. Adhantoro, E. Purnomo, and G. T. Kurniaji, ‘Implementation of Deep Learning in Education: Towards Mindful, Meaningful, and Joyful Learning Experiences’, J. Deep Learn., vol. 1, no. 1, pp. 47–56, Jun. 2025, doi: 10.23917/JDL.V1I1.11157. DOI

W. S. Kinasih and R. Hidayah, ‘Sebuah Tinjauan Literatur Sistematis: Dampak Mindful Learning Terhadap Keterampilan Metakognitif Siswa Sekolah Dasar’, Soc. Humanit. Educ. Stud. Conf. Ser., vol. 8, no. 3, pp. 2079–2089, Jul. 2025, doi: 10.20961/SHES.V8I3.107481. DOI

J. Nafi’ah and D. J. Faruq, ‘Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful’, J. Educ. Res. Pract., vol. 3, no. 2, pp. 225–237, Jul. 2025, doi: 10.70376/jerp.v3i2.384. DOI

S. Fawzia and A. Karim, ‘Exploring the connection between deep learning and learning assessments: a cross-disciplinary engineering education perspective’, Humanit. Soc. Sci. Commun., vol. 11, no. 1, p. 29, Jan. 2024, doi: 10.1057/s41599-023-02542-9. DOI

Y. Rahmawati, A. Mu’ti, S. Suyanto, and N. L. R. Herianingtyas, ‘Pembelajaran Mendalam: Transformasi Pembelajaran Menuju Pendidikan Bermutu’, J. Penelit. Kebijak. Pendidik., vol. 18, no. 1, Nov. 2025, doi: 10.24832/JPKP.V18I1.1281. DOI

J. Pinto, Y. Puspitasari, J. G. de Carvalho, and I. M. Soares, Metode Penelitian Kuantitatif dan Kualitatif: Teori dan Praktik, no. November. Karanganyar: PT. Kodogu Trainer Indonesia, 2024.

Sugiyono, Metodologi Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: ALFABETA, 2020.

M. B. Miles, A. M. Huberman, and J. Saldana, ‘Qualitative Data Analysis: A Methods Sourcebook. Third Edition.’, SAGE Publ. Ltd, 2014.

A. F. Nasution, Metode Penelitian Kualitatif. Bandung: CV. Harfa Creative, 2023.

S. M. Janah and T. Hamami, ‘The Effectiveness of Self-Assessment to Improve Metacognitive Ability in Islamic Religious Education’, Ta’dib, vol. 25, no. 2, pp. 247–255, Dec. 2022, doi: 10.31958/JT.V25I2.5911. DOI

Z. Zainuddin, S. Syihabuddin, A. P. Putra, and N. Nahadi, ‘Developing Qur’an-Based Self-Assessment Instruments for Measuring and Internalizing Religious Character Values’, Tadris J. Kegur. dan Ilmu Tarb., vol. 9, no. 2, pp. 487–497, Dec. 2024, doi: 10.24042/TADRIS.V9I2.25027. DOI

Wili Widiansesi and M. Kamal, ‘Analisis Kritis Deep Learning Sebagai Strategi Transformasi Nilai Spiritual Dalam Pembelajaran PAI’, J. Transform. Pendidik. Mod., vol. 6, no. 3, pp. 51–63, 2025, [Online]. Available: https://ejurnals.com/ojs/index.php/jtpm/article/view/2562 URL

H. L. Andrade, ‘A Critical Review of Research on Student Self-Assessment’, Front. Educ., vol. 4, p. 468374, Aug. 2019, doi: 10.3389/FEDUC.2019.00087/. DOI

J. Hattie and H. Timperley, ‘The power of feedback’, Rev. Educ. Res., vol. 77, no. 1, pp. 81–112, 2007, doi: 10.3102/003465430298487. DOI

M. Zarei, T. Ahour, and Z. Seifoori, ‘Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception’, Cogent Educ., vol. 7, no. 1, Jan. 2020, doi: 10.1080/2331186X.2020.1727130. DOI

E. Panadero, A. Jonsson, and J. Botella, ‘Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses’, Educ. Res. Rev., vol. 22, pp. 74–98, Nov. 2017, doi: 10.1016/J.EDUREV.2017.08.004. DOI

D. Carless and D. Boud, ‘The development of student feedback literacy: enabling uptake of feedback’, Assess. Eval. High. Educ., vol. 43, no. 8, pp. 1315–1325, Nov. 2018, doi: 10.1080/02602938.2018.1463354. DOI

Cite this article

Citation style

Abdulloh, M. H., & Rizal, A. S. (2026). Enculturating Religious Values through Self-Assessment-Based Habituation: A Case Study of Deep Learning Implementation in the Merdeka Curriculum: Developing a Dynamic Religious Enculturation System in Islamic Religious Education. Journal of Education and Teaching Learning, 4(2), 1277–1289. https://doi.org/10.59211/mjpjetl.v4i2.511

Loading the PDF…

Download Article page