The Effect of the Integration of Religious Education and Pancasila Education on Improving Students' Morality in the School Environment

Abstract

This study aims to examine how the integration of Religious Education and Pancasila Education contributes to the formation of students’ moral character in the school environment and to identify the key educational components underlying this process. This study employs a qualitative content analysis approach through a systematic literature review assisted by NVivo. Fifteen relevant scholarly articles were analyzed using document selection, open coding, axial coding, selective coding, word frequency analysis, coding similarity analysis, and thematic modeling. The findings reveal five interconnected dimensions underlying the formation of students’ religious and Pancasila character: (1) curriculum and educational policy, which provide the normative framework for character formation; (2) learning processes, which facilitate the internalization of moral and national values; (3) educational actors, particularly teachers and students, who shape role modeling and educational interactions; (4) religious foundations, which provide moral and spiritual guidance; and (5) social and national values, including mutual cooperation and local culture, which contextualize character formation in school life. The analysis indicates that students’ morality is not formed by Religious Education or Pancasila Education independently, but through the synergy of curriculum, learning practices, teacher role modeling, religious internalization, and supportive school culture. The novelty of this study lies in developing an NVivo-assisted thematic model that explains the interconnected mechanisms through which Religious Education and Pancasila Education contribute to students’ moral formation. The findings provide implications for curriculum development, teacher professional development, school culture strengthening, and integrated character education policy.