Halaqah–Mentoring for Adolescent Character Education in Indonesia: Integrating Islamic Pedagogy, Self-Regulation, and Ecosystemic Support

Abstract

Adolescent moral challenges in Indonesian schools require contextually grounded interventions within Islamic Religious Education (PAI). This article synthesizes evidence on halaqah–mentoring, small and routine Islamic study circles combining value-rich learning, mentor role modeling, guided reflection (muhasabah), and weekly practice (amal), as a strategy for adolescent character education. Using an integrative literature review informed by PRISMA 2020, 30 peer-reviewed articles published in 2019–2025 in SINTA-indexed journals were reviewed. Data on settings, participants, designs, program components, mentor roles, instruments, and character outcomes were extracted, appraised descriptively, and synthesized thematically. Four interrelated pillars emerged: mentor modeling and guided self-regulation as mechanisms of change; routine small-group integration of tilawah–tafaqquh–muhasabah–amal for habit formation; school–family–mosque support for sustainability; and implementation capacity through mentor preparation, session curricula, and formative assessment. The study proposes a mechanism-based model linking Islamic pedagogical practices—uswah, tarbiyah, muhasabah, and amal—with social learning, self-regulation, and ecological support. It also offers a practical PAI blueprint comprising 60–90-minute weekly sessions, mentor competence standards, a five-dimension formative rubric, and school–mosque–parent partnerships. Halaqah–mentoring is promising when supported by trained mentors, clear curricula, systematic reflection, and sustained ecosystemic reinforcement.

Tantangan moral remaja di sekolah Indonesia memerlukan intervensi Pendidikan Agama Islam (PAI) yang kontekstual dan terstruktur. Artikel ini menyintesis bukti tentang halaqah–mentoring, yaitu lingkar belajar Islami kecil dan rutin yang memadukan pembelajaran nilai, keteladanan murabbi, muhasabah, dan amal mingguan untuk penguatan karakter remaja. Melalui integrative literature review yang diinformasikan PRISMA 2020, studi ini menelaah 30 artikel peer-reviewed terbitan 2019–2025 pada jurnal terindeks SINTA. Data mengenai konteks, partisipan, desain, komponen program, peran murabbi, instrumen, dan luaran karakter diekstraksi, dinilai secara deskriptif, dan disintesis secara tematik. Hasil sintesis menunjukkan empat pilar: keteladanan murabbi dan regulasi diri terpandu sebagai mekanisme perubahan; integrasi tilawah–tafaqquh–muhasabah–amal dalam kelompok kecil rutin sebagai struktur pembiasaan; dukungan sekolah–keluarga–masjid untuk keberlanjutan; dan kapasitas implementasi melalui pelatihan murabbi, kurikulum sesi, serta asesmen formatif. Studi ini menawarkan model berbasis mekanisme yang menghubungkan uswah, tarbiyah, muhasabah, dan amal dengan pembelajaran sosial, regulasi diri, serta dukungan ekologi pendidikan. Implikasi praktisnya mencakup sesi mingguan 60–90 menit, standar kompetensi murabbi, rubrik formatif lima dimensi, dan kemitraan sekolah–masjid–orang tua. Halaqah–mentoring berpotensi menjadi model pedagogis integratif apabila ditopang murabbi terlatih, kurikulum jelas, refleksi sistematis, dan dukungan ekosistem berkelanjutan.