THE ROLE OF AKIDAH AKHLAK TEACHER IN FOSTERING STUDENTS' RELIGIOUS CHARACTER AT MADRASAH TSANAWIYAH NEGERI 4 JAMBI CITY
DOI:
https://doi.org/10.30868/ei.v15i04.11056Keywords:
The Role of the Teacher, Moral Beliefs, Religious Character, Madrasah Tsanawiyah, ExampleAbstract
This study investigates the holistic role of an Akidah Akhlak teacher in shaping the religious character of students at Madrasah Tsanawiyah Negeri (MTsN) 4 Jambi City, addressing critical pedagogical gaps in adolescent moral development. Employing a qualitative descriptive case study design, this research focused on the Akidah Akhlak teacher, thirty Grade VIII C students, the madrasah head, and accompanying Islamic religious education teachers as key participants during a three-month fieldwork period from August to October 2026. Data were gathered through focused participatory observation, semi-structured in-depth interviews, and institutional documentation reviews, then analyzed using the interactive model of Miles, Huberman, and Saldana, involving data reduction, data display, and conclusion drawing, validated through triangulation of techniques, sources, and time. The empirical findings reveal that the teacher functions dynamically as a moral role model (uswah hasanah), spiritual learning facilitator, moral motivator, and behavior evaluator. Character formation strategies encompass routine religious habituation (ta'wid), value-based active learning, and humanist-reflective discipline (ta'dhib). Furthermore, supporting factors include strong institutional leadership and religious school culture, whereas inhibiting factors stem from unmonitored digital gadget use and domestic supervision gaps. This study concludes that consistent educator role modeling and structured habituation serve as central educational practices associated with improvements in students' observable religious discipline, highlighting the need for collaborative home-school partnerships.
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