Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

This research evaluates and analyzes (1) how classroom teachers formulate strategies to instill NU-Muhammadiyah ideological values in their respective elementary schools; (2) how these teachers implement strategies for instilling NU-Muhammadiyah values; and (3) how they evaluate the effectiveness of these strategies. Using a qualitative approach with a multi-case study design, this research studied 12 classroom teachers from NU- and Muhammadiyah-based elementary schools in Jember, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document study. Data analysis employed both single-case and cross-case analysis with spiral techniques, including data management, reading and coding, reduction, description, classification, interpretation, presentation, and conclusion. Data validity was verified through credibility, transferability, dependability, and confirmability tests. Results show that (1) teachers formulate ideological strategies based on three stages: external-internal analysis of ideological sources, establishment of vision-mission aligned with strategic policies, and incorporation of philosophical-ideological values including Tauhid, Maslahat, Dakwah, Nationalism, Humanism, Modernism, Musyawarah, and Tawakkal; (2) implementation strategies involve classroom-based approaches, including curriculum integration, pedagogical methods, and assessment techniques that reflect ideological values; (3) evaluation strategies involve systematic monitoring, clarification, performance measurement, and corrective actions to ensure alignment with ideological foundations.