Strategies of Akidah Akhlak Teachers in Fostering Students’ Noble Character Development in Islamic Education
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https://doi.org/10.67899/ai.v3i2.1077Keywords:
Akidah Akhlak Teachers, Noble Character, Akhlakul KarimahAbstract
This study investigates the strategies employed by Akidah Akhlak teachers to foster students’ noble character (akhlakul karimah) at Madrasah Ibtidaiyah Miftahul Jannah, Rantau Badauh District, Barito Kuala Regency, Indonesia. Employing a qualitative descriptive field-research approach, data were collected through classroom observation, interviews with an Akidah Akhlak teacher and two fifth-grade students, and institutional documentation. The findings reveal that character development is facilitated through teacher role modeling, habituation, moral advice, lectures, and corrective disciplinary practices. Teachers function not only as knowledge transmitters but also as educators, mentors, trainers, advisers, and moral exemplars. Supporting factors include a character-oriented curriculum, a positive school environment, and extracurricular activities, whereas obstacles involve inconsistent student internalization, unfavorable community influences, and inadequate educational facilities. The study’s conceptual novelty lies in synthesizing these interconnected practices into a contextual framework linking teacher roles, instructional strategies, school culture, and environmental conditions. The findings emphasize that sustainable Islamic character education requires consistency between moral instruction, everyday behavioral practice, and institutional support
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