Between Doctrine and Practice: Rethinking Akidah Akhlak Curriculum in Islamic Elementary Schools Amidst Contemporary Moral Challengesbb

Abstract

This study explores the disconnection between normative intentions and practical implementation of the Akidah Akhlak curriculum in Islamic elementary schools, particularly in addressing contemporary moral challenges in the digital era. Conducted at MI Darul Ibad Rowoindah, this qualitative case study reveals that while Islamic moral values are emphasized at the policy level, classroom practices remain rigid, teacher-centered, and disconnected from students’ lived experiences. Data collected through interviews, observations, and documentation show that instruction is predominantly based on memorization and lectures, with minimal student engagement or contextual application. Students understand moral concepts but struggle to apply them in real-life situations, especially in the digital environment. The study finds that the current curriculum lacks transformative pedagogy, experiential learning models, and meaningful documentation for character assessment. It argues for a comprehensive shift toward reflective, student-centered, and context-based moral education. Pedagogical reform must include teacher training, curriculum flexibility, and integration of digital moral literacy. Without aligning values, methods, and assessment tools, Akidah Akhlak risks becoming symbolic rather than transformative. This research offers practical insights and conceptual frameworks for renewing moral education in Islamic schools, emphasizing the need to bridge doctrine and practice to foster genuine character formation.