Fostering Nationalist-Religious Character through Religious Extracurricular Activities: A Case Study of Mosque Youth Associations in Indonesian High Schools
Keywords:
character education, behavioristic, nationalism, religiosity, IRMA
Abstract
Purpose of the study: Character education is a strategic agenda in Indonesia’s nation-building, particularly in responding to globalization, moral degradation, and youth intolerance. Within secondary education, religious extracurricular organizations such as the Mosque Youth Association (Ikatan Remaja Masjid) play a vital role in fostering religiosity while strengthening nationalism. This study investigates the role of the Mosque Youth Association in cultivating nationalist-religious character among students in three schools in Bandung: SMAN 18, SMKN 12, and MA Nurul Iman.
Methodology: Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, document analysis, and field notes. Seventeen respondents were selected purposively: school principals, association mentors, leaders, members, government officials, and academic experts. Data analysis employed Miles and Huberman’s interactive model—data reduction, data display, and conclusion drawing—validated through triangulation of sources, techniques, and time.
Main Findings: The findings indicate that the Mosque Youth Association functions as a behavioral laboratory, shaping students’ nationalist-religious character through regular activities such as religious studies, congregational prayers, social service, and leadership training. Consistent habit formation occurs through positive reinforcement (recognition, trust, leadership opportunities) and negative reinforcement (warnings, social sanctions). Key challenges include fluctuating participation, limited resources, repetitive content, and digital demands addressed through program innovation, collaboration, and technology use.
Novelty/Originality of this study: The study concludes that character development through the Mosque Youth Association aligns with behavioristic learning theory and provides insights for reinforcement-based character education compatible with the Merdeka Curriculum and the Pancasila Student Profile
References
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[7] A. Muttaqin, U. Hamsah, and R. H. Abror, “Muhammadiyah, Sufism, and the quest for ‘authentic’ Islamic spirituality,” Indones. J. Islam Muslim Soc., vol. 13, no. 1, pp. 199–226, 2023, doi: 10.18326/ijims.v13i1.199-226.
[8] F. A. Nasution, S. Hardiyanto, Y. I. Indainanto, H. Thamrin, A. M. Purba, and S. Y. Regif, “Congregational Morning Prayer Movement: A Political Movement or a Spiritual Movement?,” Pharos J. Theol., vol. 104, no. 3, pp. 1–13, 2023, doi: 10.46222/pharosjot.104.326.
[9] L. Vikdahl and J. Liljestrand, “Conditions for identity development among religious immigrant youth,” J. Beliefs Values, vol. 42, no. 3, pp. 315–332, 2021, doi: 10.1080/13617672.2020.1836785.
[10] Masduki, A. Muzakki, I. Rosidi, and T. Hartono, “Islam on the air: the struggle for Salafism through radio in Indonesia,” Indones. J. Islam Muslim Soc., vol. 12, no. 1, pp. 59–84, 2022, doi: 10.18326/ijims.v12i1.59-84.
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[12] E. Zemmrich, “Making Sense of Shifts in Perspectives: Perceiving and Framing Examples of Interreligious Learning in Indonesia,” Islam Christ. Relations, vol. 6410, pp. 151–172, 2020, doi: 10.1080/09596410.2020.1782096.
[13] M. H. Siregar and S. Sahrul, “Searching legal format: Reshaping the role of state and religion in Indonesia post-Suharto,” HTS Teol. Stud. / Theol. Stud., vol. 78, no. 1, pp. 1–8, 2022, doi: 10.4102/hts.v78i1.7922.
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[20] T. Mohammad and R. Banse, “Muslim Religiosity and Juvenile Delinquency: A Systematic Review,” Adolesc. Res. Rev., vol. 8, no. 4, pp. 507–520, 2023, doi: 10.1007/s40894-023-00206-y.
[21] F. N. Tabayana, “Wawancara dengan Pembina IRMA SMAN 18 Bandung.” Bandung, 2025.
[22] B. S. Bloom, Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green, 1956.
[23] R. M. Gagné, The conditions of learning and theory of instruction, 4th ed. Holt, Rinehart and Winston, 1985.
[24] E. A. Juwaeni, “Wawancara dengan Pembina IRMA SMKN 12 Bandung.” Bandung, 2025.
[25] M. F. Syafi’i, “Wawancara dengan Kepala MA Nurul Iman Kota Bandung.” Bandung, 2025.
[26] B. F. Skinner, Science and human behavior. Macmillan, 1953.
[27] H. Tajfel and J. C. Turner, “An integrative theory of intergroup conflict,” in The social psychology of intergroup relations, W. G. Austin and S. Worchel, Eds., Brooks/Cole, 1979, pp. 33–47.
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[29] M. Z. Rahmawati, “Wawancara dengan Ketua IRMA SMAN 18 Bandung.” Bandung, 2025.
[30] D. A. Kolb, Experiential learning: Experience as the source of learning and development. Prentice-Hall, 1984.
[31] Y. A. Syairazi, “Wawancara dengan Pembina IRMA MA Nurul Iman Kota Bandung,” Bandung, 2025.
[32] D. Wardani, “Wawancara dengan Kepala SMAN 18 Bandung.” Bandung, 2025.
[33] E. L. Thorndike, Animal intelligence: Experimental studies. Macmillan, 1911.
[34] T. Lickona, Educating for character: How our schools can teach respect and responsibility. Bantam Books, 1991.
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[36] R. Setiawan, “Wawancara dengan Anggota IRMA SMKN 12 Bandung.” Bandung, 2025.
[37] I. P. Pavlov, Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press, 1927.
[38] D. Lesmanawati, “Wawancara dengan Plt. Kepala SMKN 12 Bandung.” Bandung, 2025.
[39] M. S. Hamidah, “Wawancara dengan Ketua IRMA MA Nurul Iman Kota Bandung.” Bandung, 2025.
[40] Rastri, “Wawancara dengan Anggota IRMA MA Nurul Iman Kota Bandung.” Bandung, 2025.
[41] S. Sözeri, H. Kosar Altinyelken, and M. Volman, “Turkish-Dutch Mosque Students Negotiating Identities and Belonging in The Netherlands,” Religions, vol. 13, no. 9, pp. 1–12, 2022, doi: 10.3390/rel13090842.
[42] M. Hidayat, “Wawancara dengan Dosen S2/S3 UPI.” Bandung, 2025.
[43] A. Binawan, “Garbage Care as a Way for Eco-Spiritual Care in a Multifaith Society in Indonesia,” Religions, vol. 14, no. 4, 2023, doi: 10.3390/rel14040509.
[44] A. Kreibich, M. Hennecke, and V. Brandstätter, “The Effect of Self-awareness on the Identification of Goal-related Obstacles,” Eur. J. Pers., vol. 34, no. 2, pp. 215–233, 2020, doi: 10.1002/per.2234.
[45] R. Díaz and J. Prinz, “The role of emotional awareness in evaluative judgment: evidence from alexithymia,” Sci. Rep., vol. 13, no. 1, pp. 1–8, 2023, doi: 10.1038/s41598-023-32242-y.
[46] E. C. A. Mertens, M. Deković, M. van Londen, and E. Reitz, “Parallel Changes in Positive Youth Development and Self-awareness: the Role of Emotional Self-regulation, Self-esteem, and Self-reflection,” Prev. Sci., vol. 23, no. 4, pp. 502–512, 2022, doi: 10.1007/s11121-022-01345-9.
[47] A. Gajda, A. Bójko, and E. Stoecker, “The vicious circle of stereotypes: Teachers’ awareness of and responses to students’ gender-stereotypical behaviour,” PLoS One, vol. 17, no. 6 June, pp. 1–24, 2022, doi: 10.1371/journal.pone.0269007.
[48] S. A. Aderibigbe, M. Idriz, K. Alzouebi, H. AlOthman, W. B. Hamdi, and A. A. Companioni, “Fostering Tolerance and Respect for Diversity through the Fundamentals of Islamic Education,” Religions, vol. 14, no. 2, pp. 1–16, 2023, doi: 10.3390/rel14020212.
[49] I. S. Chodidjah, “Wawancara dengan JFU Pengembang Kurikulum Kemenag Kota Bandung.” Bandung, 2025.
[50] A. Peterson, “Character education, the individual and the political,” J. Moral Educ., vol. 49, no. 2, pp. 143–157, 2020, doi: 10.1080/03057240.2019.1653270.
[51] Y. Hanafi et al., “Indonesian Ulema Council Fatwa on Religious Activities During the COVID-19 Pandemic: An Investigation of Muslim Attitudes and Practices,” J. Relig. Health, vol. 62, no. 1, pp. 627–649, 2023, doi: 10.1007/s10943-022-01639-w.
[52] I. Suntana and B. Tresnawaty, “The tough slog of a moderate religious state: Highly educated Muslims and the problem of intolerance in Indonesia,” HTS Teol. Stud. / Theol. Stud., vol. 78, no. 1, pp. 1–9, 2022, doi: 10.4102/hts.v78i1.7933.
[53] E. Cohen, Y. Hod, and D. Ben-Zvi, “From ‘Carrier’ to ‘Creator’: The re-construction of national identity in more inclusive terms,” J. Learn. Sci., vol. 32, no. 3, pp. 427–454, 2023, doi: 10.1080/10508406.2023.2185147.
[54] R. G. Belsterling and D. Shepson, “Consistency in Beliefs and Behaviors of Highly Religious Christian Youth Quantitative Support for the NSYR,” J. Youth Theol., vol. 23, no. 2, pp. 250–265, 2024, doi: 10.1163/24055093-bja10052.
[55] E. Rinne, P. Räih, A. Kuusisto, and A. Kallioniemi, “The Meaning of Religion and Spirituality in the Lives of Youth: The Case of Finnish Christian School Students,” J. Youth Theol., vol. 19, no. 3, pp. 1–27, 2023, doi: 10.1163/24055093-bja10045.
[56] R. A. Fitriani, D. Murdowo, and W. Liritantri, “Applying the Psychological of Space in Islamic Boarding School (Case Study: Pesantren Al Mahshyar Nurul Iman),” J. Islam. Archit., vol. 7, no. 3, pp. 437–444, 2023, doi: 10.18860/jia.v7i3.17436.
Published
2025-10-16
How to Cite
[1]
R. Anggyana, K. Komalasari, P. Bestari, and S. Syaifullah, “Fostering Nationalist-Religious Character through Religious Extracurricular Activities: A Case Study of Mosque Youth Associations in Indonesian High Schools”, Jor. Eva. Edu, vol. 6, no. 4, Oct. 2025.
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Copyright (c) 2025 Rifa Anggyana, Kokom Komalasari, Prayoga Bestari, Syaifullah Syaifullah
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