Contextual Learning in Developing Self-Regulation and Discipline for the Practice of Islamic Values
Keywords:
contextual teaching and learning, self-regulation, learning disciplineAbstract
This literature study aims to analyze the role of Contextual Teaching and Learning (CTL) in developing self-regulation and learning discipline and their contribution to the application of religious values in daily life. Using a qualitative library research approach, this study synthesizes concepts from various relevant theoretical sources. The findings indicate that CTL develops self-regulation and learning discipline through its seven components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Self-regulation bridges religious knowledge with actual behavior through planning, implementation, and reflection phases. Learning discipline forms time structures and routines conducive to religious practice and builds consistent character that transfers to other life domains. The relationship between self-regulation, learning discipline, and value application is reciprocal and mutually reinforcing. CTL provides concrete experiences connecting these three domains, enabling Islamic Education to not only produce cognitive understanding but also form individuals capable of self-regulation, discipline, and consistent application of Islamic values in real life. This study implies the need to strengthen CTL implementation in Islamic Education and create supportive ecosystems through collaboration between teachers, schools, families, and communities.
This literature study aims to analyze the role of Contextual Teaching and Learning (CTL) in developing self-regulation and learning discipline and their contribution to the application of religious values in daily life. Using a qualitative library research approach, this study synthesizes concepts from various relevant theoretical sources. The findings indicate that CTL develops self-regulation and learning discipline through its seven components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Self-regulation bridges religious knowledge with actual behavior through planning, implementation, and reflection phases. Learning discipline forms time structures and routines conducive to religious practice and builds consistent character that transfers to other life domains. The relationship between self-regulation, learning discipline, and value application is reciprocal and mutually reinforcing. CTL provides concrete experiences connecting these three domains, enabling Islamic Education to not only produce cognitive understanding but also form individuals capable of self-regulation, discipline, and consistent application of Islamic values in real life. This study implies the need to strengthen CTL implementation in Islamic Education and create supportive ecosystems through collaboration between teachers, schools, families, and communities.
Downloads
References
Abidin, Z., & Darmawan, D. (2024). The Relationship Between Learning Motivation and Learning Resources Toward Academic Achievement of Students at Mts Al Azhar Tanjung Bumi Bangkalan. Hikamatzu| Journal of Multidisciplinary, 1(1), 173-183.
Agustian, Z. & Darmawan, D. (2024). Pengaruh Servant Leadership Terhadap Kinerja Guru. Tarunaedu: Journal of Education and Learning, 2(2), 80-97.
Almaghfiroh, Z. A., & Darmawan, D. (2025). Pengaruh Model Pembelajaran Terhadap Minat Belajar Siswa Tingkat Madrasah Tsanawiyah. Qosim: Jurnal Pendidikan Sosial & Humaniora, 3(1), 104-119.
Amin, M. S., & Darmawan, D. (2024). Harmonizing Social Environments and Qur'an Reading Routines: Shaping Moral Character Among MA Muhyidin Keputih Surabaya Students. Hikamatzu| Journal of Multidisciplinary, 1(2), 11-26.
Amrulloh, A., darajaatul Aliyah, N., & Darmawan, D. (2024). Pengaruh Kebiasaan Belajar, Lingkungan Belajar dan Motivasi Belajar terhadap Prestasi Belajar Siswa MTS Darul Hikmah Langkap Burneh Bangkalan. Al-Mikraj Jurnal Studi Islam dan Humaniora, 5(01), 188-200.
Arianto, A., & Darmawan, D. (2025). Pengaruh Lingkungan Keluarga terhadap Hasil Belajar Siswa Setingkat Sekolah Menengah Pertama. Journal Creativity, 3(1), 279-294.
Arvatz, A., Peretz, R., & Dori, Y. J. (2025). Self-Regulated Learning and Reflection: A Tool for Teachers and Students. Metacognition and Learning, 20(1), 15.
