From Taboos to Teaching: Strategis for Introducting Puberty in Islamic Religious Education at Primary School

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in guiding elementary school students to understand the physical and psychological changes that occur during puberty (baligh). Employing a qualitative case study approach, data were collected through interviews and classroom observations with five PAI teachers at Islamic elementary schools in Bandung. The data were analyzed using NVivo 12 software to identify recurring patterns and key thematic categories. The word query results revealed that the words “baligh” (3.27%), “masa” (2.78%), and “siswa” (2.64%) appeared most frequently, reflecting teachers’ emphasis on understanding the transitional phase toward religious responsibility. Thematic analysis produced six key categories: (1) the importance of puberty education as moral and spiritual responsibility, (2) dialogic and gender-separated learning strategies, (3) behavioral approaches through counseling and role modeling, (4) integration of religious and general knowledge, (5) teacher–parent collaboration, and (6) evaluation through observation and self-reflection. The findings indicate that puberty education within Islamic Religious Education should adopt a holistic framework, integrating spiritual, physical, and emotional dimensions. The implications suggest the need for strengthened curricula, teacher training, and parental engagement. Puberty education grounded in Islamic values has proven effective in transforming a formerly “taboo” issue into a meaningful educational process that nurtures students’ character, emotional maturity, and spiritual readiness.