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Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools

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Title: Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools
Language: English
Authors: Redite Kurniawan (ORCID 0009-0008-4774-3166), Sri Bulan (ORCID 0009-0006-6408-6757), Nur Kholis (ORCID 0000-0002-3767-4186), Suryani Suryani (ORCID 0000-0001-9106-1631), Kusaeri Kusaeri (ORCID 0000-0002-5406-6510)
Source: Reading & Writing: Journal of the Literacy Association of South Africa. 2025 16(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Religious Education, Islam, Expressive Language, Writing (Composition), Cognitive Development, Religious Factors, Cognitive Processes, Emotional Response, Anxiety, Writing Attitudes, Stress Management, Problem Solving, Resilience (Psychology), Emotional Development, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2079-8245
2308-1422
Abstract: Background: The integration of religious education with cognitive development strategies has become a growing area of interest, particularly within Islamic schools. Understanding how religious concepts influence cognitive and emotional processes through expressive writing, can provide valuable insights into the holistic development of students. Objectives: This study aims to explore the cognitive religious alignment in students within Islamic schools, focusing on how religious teachings embedded in expressive writing exercises, influence their cognitive and emotional capabilities, particularly in managing anxiety and enhancing problem solving and resilience. Method: This study involved 111 participants from three different Islamic schools in Indonesia. A qualitative approach was used to analyse students' writings to identify the influence of religious concepts on cognitive and emotional development. Results: The findings indicate that students who engaged with religious teachings through expressive writing, demonstrated improved emotional regulation, resilience, and cognitive problem-solving skills. The integration of Islamic concepts provided a framework for students to navigate anxiety and emotional challenges effectively, contributing to both their academic and spiritual growth. Conclusion: The study concludes that the integration of religious content into expressive writing interventions is effective in supporting the holistic development of students in Islamic schools. It enhances their cognitive and emotional capabilities while fostering spiritual growth. Contribution: This research contributes to the understanding of how religious education can be effectively combined with cognitive and expressive development strategies. It offers a framework for implementing religiously informed expressive writing interventions, that support the holistic development of students in Islamic educational settings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478449
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1478449
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PubType: Academic Journal
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Items – Name: Title
  Label: Title
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  Data: Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Redite+Kurniawan%22">Redite Kurniawan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4774-3166">0009-0008-4774-3166</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sri+Bulan%22">Sri Bulan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6408-6757">0009-0006-6408-6757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nur+Kholis%22">Nur Kholis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3767-4186">0000-0002-3767-4186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suryani+Suryani%22">Suryani Suryani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9106-1631">0000-0001-9106-1631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kusaeri+Kusaeri%22">Kusaeri Kusaeri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5406-6510">0000-0002-5406-6510</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing%3A+Journal+of+the+Literacy+Association+of+South+Africa%22"><i>Reading & Writing: Journal of the Literacy Association of South Africa</i></searchLink>. 2025 16(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
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  Data: Y
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  Data: 9
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Religious+Education%22">Religious Education</searchLink><br /><searchLink fieldCode="DE" term="%22Islam%22">Islam</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2079-8245<br />2308-1422
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The integration of religious education with cognitive development strategies has become a growing area of interest, particularly within Islamic schools. Understanding how religious concepts influence cognitive and emotional processes through expressive writing, can provide valuable insights into the holistic development of students. Objectives: This study aims to explore the cognitive religious alignment in students within Islamic schools, focusing on how religious teachings embedded in expressive writing exercises, influence their cognitive and emotional capabilities, particularly in managing anxiety and enhancing problem solving and resilience. Method: This study involved 111 participants from three different Islamic schools in Indonesia. A qualitative approach was used to analyse students' writings to identify the influence of religious concepts on cognitive and emotional development. Results: The findings indicate that students who engaged with religious teachings through expressive writing, demonstrated improved emotional regulation, resilience, and cognitive problem-solving skills. The integration of Islamic concepts provided a framework for students to navigate anxiety and emotional challenges effectively, contributing to both their academic and spiritual growth. Conclusion: The study concludes that the integration of religious content into expressive writing interventions is effective in supporting the holistic development of students in Islamic schools. It enhances their cognitive and emotional capabilities while fostering spiritual growth. Contribution: This research contributes to the understanding of how religious education can be effectively combined with cognitive and expressive development strategies. It offers a framework for implementing religiously informed expressive writing interventions, that support the holistic development of students in Islamic educational settings.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1478449
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478449
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Religious Education
        Type: general
      – SubjectFull: Islam
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Religious Factors
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools
        Type: main
  BibRelationships:
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          Name:
            NameFull: Redite Kurniawan
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            NameFull: Sri Bulan
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            NameFull: Nur Kholis
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            NameFull: Kusaeri Kusaeri
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            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2079-8245
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              Value: 2308-1422
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              Value: 16
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            – TitleFull: Reading & Writing: Journal of the Literacy Association of South Africa
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