| dc.description.abstract | The formation of students' character is the main goal of Islamic
education. However, the learning practices in most schools still
emphasize academic achievement more than the internalization of moral
values. One of the pedagogical strategies that encourages the
development of students' morals is the use of multi-age classrooms,
which facilitate social interactions among students of different age levels
within a single learning environment. The objective of this research is to
analyze how multi-age classes are implemented at Brainy Bunch
International Islamic Montessori School in Malaysia, as well as to
explore how the dynamics of social interactions that occur in these
classes contribute to the learning process and the internalization of
students' moral values. This research uses a qualitative approach with a
descriptive case study design. Data were collected thru observation,
interviews, and documentation, and then analyzed using thematic
analysis. The research results show that multi-age classrooms create a
stable learning environment and encourage peer learning, collaboration,
and mutual support in academic activities as well as daily routines such
as communal worship and character development. Thisinteraction serves
as a social means for students to internalize their social awareness,
empathy, and sense of responsibility. These findings affirm that multi-
age classes not only serve as a learning strategy but also as a pedagogical
space that integrates academic and moral dimensions in Islamic
education. | en_US |
