The Role of Teachers in Shaping Students’ Moral Character at State Islamic Elementary School 8 Barito Kuala
DOI:
https://doi.org/10.67899/at-talim.v3i1.1065Keywords:
Teacher Role, Moral Character, Islamic Elementary SchoolAbstract
This study aims to examine the role of teachers in shaping students’ moral character at State Islamic Elementary School 8 Barito Kuala and to identify factors that hinder this process. The study employs a qualitative field-research design. Data were obtained through observation, semi-structured interviews, and documentation involving three Islamic subject teachers, three fifth-grade students, and supporting school informants. Data were analyzed through data reduction, data display, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings indicate that teachers shape students’ moral character through role modelling, habituation, religious activities, motivation, guidance, and discipline. The school’s 5S culture—smile, greeting, salutation, politeness, and courtesy—functions as a daily mechanism for translating moral values into observable behavior, while prayer routines and Qur’anic and Hadith learning reinforce religious internalization. The main inhibiting factors are limited parental attention and supervision, less supportive social environments, and insufficiently controlled social-media use. The novelty of this study lies in identifying an integrated school-based moral formation pattern in an Islamic elementary setting in which teacher exemplarity, habituation, discipline, and environmental constraints interact within one local context. The study contributes an empirically grounded framework for strengthening cooperation among teachers, families, and communities in sustaining students’ moral development
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