Volume III: Education and Ecological Literacy

Strategies for Internalizing the Values of Faith (Iman) and Piety (Taqwa) in Islamic Education: A Systematic Literature Review

  • Nenden Haprilwanti UIN Sunan Gunung Djati Bandung, Indonesia
  • Chaerul Rochman UIN Sunan Gunung Djati Bandung, Indonesia
  • Mohamad Erihadiana UIN Sunan Gunung Djati Bandung, Indonesia
  • Andewi Suhartini UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Value internalization; Iman and Taqwa; Islamic education; character formation; systematic literature review.

Abstract

This study aims to synthesize the strategies used to internalize the values of faith (iman) and piety (taqwa) in Islamic education and to identify the factors that support and inhibit the process. The internalization of iman and taqwa is a central objective of Islamic education, yet in practice it is frequently reduced to the cognitive transmission of religious knowledge rather than a holistic transformation of attitudes and behaviour. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, this research identified, screened, appraised, and synthesized peer-reviewed articles published between 2015 and 2025 that were retrieved from Scopus-indexed international journals, nationally accredited (Sinta) journals, and Google Scholar. Following the stages of identification, screening, eligibility, and inclusion, the selected studies were analysed thematically. The findings indicate that the internalization of iman and taqwa is most effective when it is implemented through several interrelated strategies: educator role modeling (uswah hasanah), consistent religious habituation (pembiasaan), integration of values across formal and non-formal curricula, the cultivation of a supportive religious environment, contextual and meaningful learning, and synergy between school, family, and community. The process advances progressively from the cognitive domain (knowing), through the affective domain (valuing), to the conative-behavioural domain (acting consistently without external supervision). Its success is strongly mediated by the consistency of programmes, the authenticity of role models, school-family-community collaboration, and students' resilience to negative digital influences, whereas fragmented curricula and weak role modeling act as the principal inhibitors. The study contributes a synthesized strategic model that positions iman and taqwa internalization as a holistic, integrative, and sustainable educational ecosystem rather than an isolated instructional event, and offers practical implications for educators and policymakers.

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