Teachers’ Strategies for Developing Students’ Islamic Moral Character at Sekolah Dasar Islam Prestasi Akhlakul Karimah Banjarmasin
DOI:
https://doi.org/10.67899/ar-rahman.v3i2.1073Keywords:
Islamic Religious Education, Islamic Moral Character, Teacher StrategyAbstract
This study aims to analyze the strategies employed by Islamic Religious Education (IRE) teachers in developing students’ Islamic moral character at Sekolah Dasar Islam Prestasi Akhlakul Karimah Banjarmasin and to identify the supporting and inhibiting factors that influence their implementation. The study employed a descriptive qualitative approach with a field-research design. Data were collected through observation, interviews, and documentation involving IRE teachers, the principal, administrative staff, and students in Grades IV–VI, and were analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings show four interconnected strategies: teacher role modeling, school habituation, advice and motivation, and rewards and corrective sanctions. These strategies are directed toward internalizing the 5S values of smiling, greeting, salutation, politeness, and courtesy, reinforced by religious routines such as congregational dhuha prayer, collective recitation, and daily Islamic practices. Supporting conditions include principal leadership, teacher exemplarity, a conducive religious school environment, and parent teacher cooperation, whereas differences in student characteristics, inconsistent teacher modeling, social-media influence, and limited instructional time remain obstacles. The novelty of the study lies in conceptualizing the four strategies as an integrated moral-formation ecology in which teacher behavior, repeated school routines, verbal guidance, and behavioral reinforcement converge on observable 5S conduct
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