Cultivating Character Values in Online Islamic Education: A Qualitative Case Study in Indonesia
DOI:
https://doi.org/10.64780/jole.v1i3.96Keywords:
Character Education, COVID-19 Pandemic, Elementary School, Islamic Religious Education, Online Learning, Qualitative StudyAbstract
Background: Motivation and character education are fundamental components in elementary school learning, yet many students experience boredom and disengagement during classroom activities. Ice breaking, as a simple and enjoyable activity, has been recognized as an effective strategy to refresh the classroom atmosphere, reduce monotony, and foster a positive learning environment.
Aims: This study aims to analyze the impact of ice breaking activities on students’ learning motivation and character values in elementary education. Specifically, it seeks to explore how various forms of ice breaking, such as games, cheers, humor, and body movement, contribute to enhancing enthusiasm, engagement, and moral development among young learners.
Methods: This research employed a qualitative literature review design by analyzing national and international journal articles published in the last five years. Data were collected using a checklist to identify relevant studies, which were then synthesized to examine patterns and evidence regarding the effectiveness of ice breaking in improving both motivation and character values.
Result: Findings from multiple studies consistently demonstrate that ice breaking has a significant effect on students’ motivation and character development. Students exposed to ice breaking activities show higher levels of enthusiasm, concentration, and willingness to participate actively in learning compared to those without such interventions. Moreover, teachers’ creativity in applying varied forms of ice breaking enhances learning outcomes across different subjects, particularly science and social studies.
Conclusion: Ice breaking emerges as a powerful pedagogical strategy that not only revitalizes classroom dynamics but also strengthens character education in elementary schools. Its application reduces fatigue, fosters cooperation, and creates an inclusive learning environment where students feel more motivated to learn. Importantly, when combined with rewards and teacher innovation, ice breaking amplifies its positive influence on both academic achievement and personal growth. This suggests that integrating ice breaking into lesson planning should be prioritized as part of sustainable education practices. By consistently applying such techniques, schools can cultivate motivated learners who embody strong character values, thereby supporting national education goals and preparing future generations for societal contribution.
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