Efektivitas Guru PAI dalam Pembinaan Akhlak Mulia di Madrasah Ibtidaiyah
DOI:
https://doi.org/10.32832/jpg.v7i3.24667Abstrak
Moral formation at the Islamic elementary-school level requires continuity among teacher modelling, religious habituation, behavioral evaluation, and family support. This study examines the effectiveness of Islamic Religious Education teachers in fostering students’ noble character, identifies supporting and inhibiting factors, and formulates improvement strategies at MI Al-Istiqomah Cibingbin, Kuningan Regency. A qualitative case-study design was employed. Data were collected from 12 informants—the principal, two Islamic education teachers, six students, and three parents—through participant observation, in-depth interviews, and document analysis. The data were processed through reduction, display, and conclusion drawing, while credibility was strengthened through technique, source, and time triangulation. The findings indicate that moral formation was effective but not yet optimal. Daily programs combined teacher modelling, worship habituation, exemplary stories, religious practice, Islamic songs, and positive reinforcement. Observable changes included improved worship discipline, honesty, politeness, and fewer serious violations. Nevertheless, limited teacher capacity and learning facilities, weak parental supervision, and inconsistent modelling among teachers created behavioral discontinuity between school and home. More intensive school-family communication, dedicated monthly moral-evaluation meetings, and context-sensitive mentoring are therefore required to sustain character development across settings.
Keywords: Islamic education teacher; moral formation; teacher modelling; Islamic elementary school; school-family partnership.
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Hak Cipta (c) 2026 Muhammad Abdul Illah Khior, Iim Suryahim, Edy Riyadi, Saepudin, Insan Nulyaman
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