Al-Fikru: Jurnal Ilmiah
P-ISSN: 1978-1326
E-ISSN: 2721-4397
Vol.
19 No.
https://jurnal.
id/index.
php/alfikru THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FOSTERING THE PRACTICE OF ISLAMIC TEACHINGS AMONG STUDENTS Aisyah Miftahul Jannah.
Ajahari.
Abdullah Universitas Islam Negeri Palangkaraya Jl.
Obos.
Menteng.
Islamic Center Complex.
Palangka Raya.
Kalimantan Tengah Email:aisyahmj3648@gmail.
com ,ajahari@iain-palangkaraya.
id , abdullah@iain-palangkaraya.
Abstract: The role of teachers in fostering the practice of Islamic teachings is very important, because it not only teaches religious theory, but also directs students to practice Islamic values in everyday life.
This study aims to examine the role of Islamic Religious Education teachers in fostering the practice of Islamic teachings in students at SDN 2 Jingah.
North Barito Regency.
This research uses a qualitative approach with data collection techniques through observation, interviews, and documentation.
The results showed that: .
Islamic Religious Education teachers play an important role in fostering the practice of Islamic teachings with an integrative approach, which includes teaching religious theory, worship practices, and instilling moral values such as honesty and discipline.
Teachers guide students to understand and practice Islamic teachings through habituation methods and effective interactive learning.
Supporting factors include adequate facilities, a supportive school environment, and parental involvement.
However, inhibiting factors such as limited facilities, time, and lack of teacher professionalism were also Keywords: Islamic Practice.
Value Cultivation.
Islamic Education Abstrak: Peran guru dalam membina pengamalan ajaran Islam sangat penting, karena tidak hanya mengajarkan teori agama, tetapi juga mengarahkan siswa untuk mengamalkan nilai-nilai Islam dalam kehidupan sehari-hari.
Penelitian ini bertujuan untuk mengkaji peran guru Pendidikan Agama Islam dalam membina pengamalan ajaran Islam pada siswa di SDN 2 Jingah.
Kabupaten Barito Utara.
Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi.
Hasil penelitian menunjukkan bahwa: .
Guru pendidikan agama Islam berperan penting dalam pembinaan pengamalan ajaran Islam dengan pendekatan integratif, yang mencakup pengajaran teori agama, praktik ibadah, dan penanaman nilai-nilai akhlak seperti kejujuran dan kedisiplinan.
Guru membimbing siswa memahami dan mengamalkan ajaran Islam melalui metode pembiasaan dan pembelajaran interaktif yang efektif.
Faktor pendukung meliputi fasilitas yang memadai, lingkungan sekolah yang mendukung, dan keterlibatan orang tua.
Namun, faktor penghambat seperti keterbatasan fasilitas, waktu, dan kurangnya profesionalisme guru juga ditemukan.
Kata Kunci: Pengamalan Islam.
Penanaman Nilai.
Pendidikan Islam Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326
a e- ISSN: 2721-4397
INTRODUCTION
among the Education is a conscious effort requires serious attention from all parties, made by humans through guidance, especially in education (Arif, 2025.
teaching, and training that takes place in Sari, 2.
Therefore, moral education, and outside of school.
The success of especially through Islamic teachings, has education is not only determined by become an development of education in Indonesia.
Moral teachings is expected to instill good moral important role in guiding human behavior values in the younger generation so that to be more civilized and able to judge they can avoid negative behavior and whether an action is good or bad based on become individuals with noble character the norms that apply in society (Alimni & (Akbar, 2024.
Sani & Sani, 2.
Amin.
Morals Laila.
Islamic Through Islam teaches that good morals are education, individuals are expected not a reflection of a Muslim's character.
This only to master knowledge but also to concept is very important in education, develop strong character to face various where an educator plays a role not only in formation of good character through focus in negative behaviors that may arise due to internalizing moral values to students.
Islamic moral education does not only In this era of globalization, focus on theory but also on practice in education has become an important factor everyday life.
One important aspect of in producing a generation that is not only intellectually intelligent but also wise in example set by educators.
An educator facing the changing times and behaving in must be able to set a good example for accordance with prevailing norms (Akbar, students, both in words and deeds.
Haniyyah, 2.
Through Islamic education based on However, morals, it is hoped that students can developments, especially among children and adolescents, have a significant impact teachings in their lives (Siswanto et al.
on their social lives.
Although technology provides many conveniences, it also The educational process carried causes a decline in the ethical and moral out in Islamic schools, as implemented at values of adolescents.
Many adolescents SDN 2 Jingah, focuses on character are trapped in negative behaviors such as building through various methods that gang fights, drug abuse, and even more actively involve students.
At this school, serious crimes such as murder.
This character building is not only done phenomenon indicates a moral crisis through theory or lectures, but also 229 | The Role of Islamic Religious Education Teachers in FosteringThe Practice of Islamic Teaching Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 through practical application in everyday focus more on character education in The methods applied include instilling general without specifically linking it to good behavior, such as praying before and Islamic teachings, especially in the context after studying, reading the Qur'an, reciting of primary education.
Therefore, this dhikr, and character building through study is expected to provide new insights activities that involve Islamic moral into how Islamic moral education can be In addition, moral education is also effectively applied in the context of primary education and how it influences the character formation of students.
involving them in social activities that The contribution of this research is teach caring and cooperation.
Thus, moral very important, especially in providing a education is expected to shape students' better understanding of the right way to characters to be noble, and keep them nurture students' morals through Islamic destroy social life (Yurna et al.
, 2.
The purpose of this study is to Islamic addition, the results of this study can provide recommendations for teachers of Islamic Religious Education in improving education teachers in shaping students' more interactive and enjoyable learning morals at SDN 2 Jingah.
This study will assess the extent to which the methods This research can also be a Islamic in elementary schools.
teachers can shape students' morals and how students internalize these values in Indonesia to strengthen moral education their daily lives.
This study will also in the existing curriculum.
Thus, it is identify the challenges and obstacles faced hoped that Islamic moral education can by Islamic education teachers in guiding play a major role in creating a generation students to practice Islamic morals.
that is not only academically intelligent addition, this study aims to contribute to but also has good morals and character, in the development of a more effective accordance with Indonesian religious and Islamic moral education curriculum, so cultural values.
that it can be applied in other schools to Through this research, it is hoped create a young generation with noble that more effective methods in moral education can be found that can be The distinction of this study lies in applied in various schools in Indonesia, as its in-depth focus on the application of well as contribute positively to the world Islamic moral education at the elementary level, which has not been widely discussed complex moral challenges in this era of in previous studies.
Most existing studies Aisyah Miftahul Jannah.
Ajahari.
Abdullah | 230 Al-Fikru: Jurnal Ilmiah.
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METHOD
This a e- ISSN: 2721-4397 allowed the sources to explain their experiences and views in detail.
In addition, qualitative approach to provide an in-depth observations were made directly in the and comprehensive description of the phenomena occurring at the research site in Education a natural context (Creswell, 2.
This approach was chosen because the purpose application of Islamic teachings in teaching of the study was to understand the role of and learning activities.
This observation Islamic Religious Education teachers in technique was carried out with the aim of fostering the practice of Islamic teachings obtaining more authentic data regarding the among students at SDN 2 Jingah.
North interaction between teachers and students Barito Regency.
The phenomena that in the context of Islamic Education learning.
emerge during the research will be analyzed In addition to interviews and observations, further by referring to the time, place, and events that occur.
This study does not only supporting data, such as photos of learning focus on visible events but also pays activities and Islamic Religious Education attention to factors that influence the learning tools used by teachers.
actions of teachers and students in the religious context at school.
Islamic The data analysis process in this study refers to the Miles and Huberman The research location.
SDN 2 Jingah, data analysis model, which consists of four was chosen because of its relevance to the main stages: data collection, data reduction, topic being studied, namely the role of data presentation, and conclusion drawing.
Islamic Education teachers in the practice of The first stage, data collection, was carried Islamic teachings among students.
out by gathering information from the main conducting field research, the researcher data source, namely Islamic Education hopes to provide a more realistic and teachers, as well as secondary data in the authentic picture of the role of teachers in form of field notes and documentation.
educating students to practice Islamic After the data was collected, the next stage teachings properly.
was data reduction, which is the process of The data collection techniques used filtering, summarizing, and focusing the in this study were interviews, observation, observations, and documentation.
Data that conducted with Islamic Education teachers was irrelevant or did not support the focus who were the main sources of information of the research was set aside so that the to explore in depth their role in fostering analysis would be more focused and the practice of Islamic teachings among Data reduction aims to facilitate These interviews were conducted the selection of information that is truly by asking open-ended questions that relevant to the research objectives.
Interviews 231 | The Role of Islamic Religious Education Teachers in FosteringThe Practice of Islamic Teaching Al-Fikru: Jurnal Ilmiah.
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RESULTS AND DISCUSSION
which is done in the form of descriptive The Role of Islamic Education Teachers narratives, quotes from interviews, and field in the Practice of Islamic Teachings by Students This data presentation is very The important in providing a clear picture of the interviews, and documentation conducted research results and the relationships at SDN 2 Jingah.
North Barito Regency, between the existing data.
By using show that Islamic Education teachers play descriptive narrative , researchers can a very important role in fostering the present data in a form that is easier to practice of Islamic teachings among understand and identify patterns that This role is not only limited to emerge during the research.
teaching religious material academically.
The but is also integrative in nature to shape conclusions and verification.
At this stage, the personality and character of students researchers formulate key findings based based on Islamic values.
Islamic Education on the data analysis that has been carried teachers serve as mentors who not only Drawing conclusions aims to provide teach religious knowledge but also guide answers to research questions regarding students to practice Islamic teachings in the role of Islamic Education teachers in their daily lives (Haniyyah, 2021.
Sari, fostering the practice of Islamic teachings Sri Devi et al.
, 2.
This guidance among students.
To ensure the validity and is carried out through various approaches reliability of the conclusions, researchers that emphasize direct practice and role modeling by teachers.
triangulation, namely by comparing the At the elementary school level, results of interviews, observations, and childhood is crucial in character building.
This triangulation aims to At this age, children are in the stage of increase the validity of the research results character and moral formation, so the by ensuring that the findings obtained are influence of the educational environment consistent and unbiased.
is very important.
Therefore, the role of Through the careful application of Islamic Education teachers at SDN 2 descriptive qualitative research methods.
Jingah is very strategic in instilling this study is expected to provide new religious and moral values that will shape insights into the role of Islamic Education students' characters throughout their teachers in fostering the practice of Islamic For example.
Islamic Education teachings in schools, as well as contributing teachers not only teach religious material to the development of Islamic education in theoretically, but also provide concrete Indonesia, especially at the elementary examples in everyday life through habits school level.
and role models practiced at school (Fadli Aisyah Miftahul Jannah.
Ajahari.
Abdullah | 232 Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 & Albina, 2025.
Ridlwan, 2022.
Tuna, become the main source of learning.
Interactive and applied learning providing students with the religious knowledge they need, as well as various internalize Islamic teachings, both in the relevant references and learning media.
school environment and at home.
Teachers also use various assessment In addition to spiritual aspects, the techniques to determine the extent of cultivation of moral values such as Islamic honesty, discipline, and mutual respect is teachings and to assess the practice of also strongly emphasized in Islamic moral values in their lives (Abdullah.
Religious Education.
Islamic Religious Education teachers at SDN 2 Jingah set a The results of this study also found direct example in this regard.
Thus, the that Islamic Religious Education teachers character building of students becomes at SDN 2 Jingah apply effective habituation religious knowledge, but also based on the students' Islamic character.
Through this implementation of moral values in daily approach, students not only learn the life (Sri Devi et al.
, 2.
Islamic Religious theory of Islamic teachings but also learn Education teachers become figures who how to apply them in their daily lives.
Habituation is carried out by inviting accordance with Islamic teachings, such as students to pray regularly before and after inviting students to pray before studying.
Qur'an, encouraging them to worship properly and correctly.
learning activity.
Teachers act as role One of the most prominent aspects models who demonstrate good attitudes of this study is the role of Islamic and behavior, which are then followed by Education teachers as facilitators and students in their daily interactions.
evaluators in the learning process.
Islamic However, despite the success in Education teachers at SDN 2 Jingah not fostering the practice of Islamic teachings, only deliver religious material but also this study also notes several challenges create an environment that supports the faced by Islamic Religious Education practice of Islamic values.
In addition, teachers at SDN 2 Jingah, such as limited teachers also act as moral and spiritual learning time that can be used to instill guides for students.
They assist students Islamic values deeply, as well as support in gaining a deeper understanding of from the surrounding environment that is Islamic teachings and practicing them in not yet fully optimal.
These challenges their daily lives.
In this context.
Islamic need to be addressed so that the guidance Education teachers at SDN 2 Jingah 233 | The Role of Islamic Religious Education Teachers in FosteringThe Practice of Islamic Teaching Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 provided can be more effective and the practice of Islamic teachings and From Through an integrative approach, teachers perspective, the constructivist learning have succeeded in connecting religious theory proposed by Piaget and Vygotsky teachings with daily practices, so that can be used to support the approach Islamic values can be applied in students' applied by Islamic Religious Education The cultivation of Islamic teachings teachers at SDN 2 Jingah.
Constructivism is very important at the elementary school emphasizes that learning occurs through level as a foundation for shaping students' interaction between students and their character and personality to be noble and social and physical environment, as well based on Islamic values.
as through experiences that can be internalized and practiced in real life Supporting and Hindering Factors in (Vygotsky, 1.
Learning approaches Fostering that emphasize direct practice, such as Teachings Based congregational prayers and communal Practice Islamic prayers, are very much in line with the interviews with teachers at SDN 2 Jingah, there are various factors that influence the process of fostering the practice of Islamic experience and the formation of positive teachings in students.
The supporting social relationships.
factors found in this study include several In addition, the character education important aspects, one of which is the theory developed by Lickona .
is high commitment and dedication of also relevant to the character building Islamic carried out by Islamic Religious Education Education teachers at SDN 2 Jingah play a Lickona very active role in ensuring that students emphasizes that character education must not only understand the theory of Islamic involve teaching moral values, forming teachings, but can also practice them in positive habits, and setting an example their daily lives.
The high commitment of from authority figures, in this case.
Islamic Therefore, character building providing consistent guidance so that through setting an example and habit students are able to apply Islamic values formation is very much in line with a more in a real way.
SDN
Jingah.
Education Islamic In addition, adequate support from Education also an Overall, this study shows that important factor in the success of teaching Islamic Education teachers at SDN 2 Islamic practices.
One supporting aspect is Jingah play an important role in fostering the availability of facilities such as a prayer room.
Al-Qur'an, and regular Aisyah Miftahul Jannah.
Ajahari.
Abdullah | 234 Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 religious extracurricular activities.
With as inadequate worship spaces and limited these facilities, students are provided the opportunity to apply Islamic teachings in obstacles have the potential to reduce the their daily lives at school, which, in turn, especially in creating a conducive learning practice of the teachings of the Prophet The limited time allocated Muhammad for Islamic Religious Education is also an school environment is an important factor obstacle, as it means that the teaching of Islamic teachings is not in-depth and is Therefore.
Islamic Islamic These limited to theoretical aspects only.
This One method that plays a significant certainly has an impact on the less than role in supporting the cultivation of optimal practice of Islamic teachings Islamic teachings is the use of varied and among students (Lickona, 1991.
Vygotsky, creative learning methods.
Interviews with Islamic Education teachers at SDN 2 In addition, the lack of parental Jingah showed that they apply various attention to religious education at home methods, such as lectures, discussions, also hinders the guidance process at question and answer sessions, and hands- Parents play an important role in on activities that allow students to be development of students, but if they do These increasing students' interest in learning, children's religious education, guidance at but also help them to practice Islamic school will be difficult.
Differences in teachings more effectively.
In addition, the understanding Islamic teachings among use of learning media such as Islamic students also pose a challenge, because storybooks, posters, animated videos, and not all students come from the same educational games also helps increase students' enthusiasm for learning and education, which can lead to difficulties in practicing Islamic teachings, especially in worship practices such as congregational prayers and wudhu practice (Rimah Dani et al.
, 2.
However, in addition to these An unsupportive social and cultural environment, as well as the not always supporting factors, there are also several technology, are also hindering factors.
The obstacles that pose challenges in fostering influence of social media and technology the practice of Islamic teachings among often introduces values that conflict with One of these is the limited Islamic values, making it challenging for facilities and supporting resources, such Islamic 235 | The Role of Islamic Religious Education Teachers in FosteringThe Practice of Islamic Teaching Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 This is in line with the opinion Education teachers at SDN 2 Jingah have of Zulkarnain et al.
, who state that successfully implemented an integrative external influences from media and and creative approach to overcome these technology can weaken the formation of Islamic character in children.
dedication, and adequate environmental With Islamic Islamic Education teachers at SDN 2 implemented effectively.
The guidance Jingah have tried to adapt varied and provided at this elementary school will creative learning methods.
Teachers use create a solid foundation of character and faith for students, which will equip them discussions.
Islamic educational games, for their future lives.
and audio-visual media to make learning more interesting and relevant to students.
Analysis Previous Thus, students not only gain theoretical Novelty of the Research Studies religious knowledge, but are also able to This study examines the role of apply Islamic teachings in their lives Islamic Education teachers in fostering the (Susanti et al.
, 2.
Small rewards or practice of Islamic teachings among praise for students' efforts and good students at SDN 2 Jingah.
North Barito behavior can also motivate them to be Regency.
The results show that Islamic Education teachers have a very strategic practicing Islamic teachings.
role, both in academic aspects and in In addition, the use of traditional shaping students' character based on media such as blackboards, pictures, short Islamic values.
In this analysis, it is verses, and stories of the prophets are important to compare the findings of this also very effective in helping students study with previous studies and identify understand Islamic teachings in a more new elements or novelty that emerge from visual and interesting way.
These media this study.
can make it easier for teachers to convey This study is in line with previous basic concepts in Islamic teachings and studies which show that the role of instill a deeper understanding of Islamic Islamic Education teachers is not only values (Nuraini, 2.
Therefore, the limited to teaching theory, but also integration of various types of learning involves instilling religious practices in media, both modern and traditional, is the students' daily lives.
For example.
Fadli Islamic teachings at SDN 2 Jingah.
Albina importance of applied and interactive Overall, despite various obstacles religious teaching so that students not in fostering the practice of Islamic only understand religious material, but also practice it in their lives.
These Islamic Aisyah Miftahul Jannah.
Ajahari.
Abdullah | 236 Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 findings are consistent with the results of This study reveals several new research at SDN 2 Jingah, where Islamic findings that distinguish it from previous Education teachers teach through habits One of the most notable novelties such as praying before studying, praying is the emphasis on environmental factors in congregation, and memorizing daily that can influence the success of teaching Islamic practices to students.
This study Additionally.
Sri Devi et al.
(Sri Devi shows that school facilities such as prayer et al.
, 2.
also noted the importance of the teacher's role as a role model in activities have a significant influence in Islamic creating space for students to actualize Education teachers at SDN 2 Jingah serve Islamic teachings in their daily lives at as role models who demonstrate noble Although these facilities have been character, which is then emulated by discussed in previous studies, this study This is in line with research shows that environmental factors such as findings that reveal that teachers not only these not only support the learning teach Islamic teachings but also serve as process but are also key factors in creating behavioral models that inspire students to an atmosphere conducive to the practice imitate behaviors that are in accordance of Islamic teachings among students (Arif, with Islamic values, such as honesty.
Sari, 2.
discipline, and mutual respect.
However, there is an additional element in this study that reinforces influence of high commitment of Islamic previous findings, namely the emphasis on Education teachers on the success of the use of varied and creative learning Islamic teaching.
This study highlights the According to Abdullah .
, importance of teacher dedication in assessments of student understanding are managing effective learning processes, carried out periodically to determine the including in facing the challenges of extent to which Islamic teachings are limited time and facilities.
The results of accepted and practiced by students.
This this study provide new insights into how study also found that the use of methods Islamic Education teachers can adapt to such as lectures, group discussions, and existing limitations and still succeed in audiovisual media proved effective in understanding of Islamic teachings.
This Another novel finding is a more shows progress in the approach to Islamic holistic approach to character building in Religious Education that prioritizes active This study highlights how student involvement in the learning Islamic Education teachers not only focus on teaching religious material, but also 237 | The Role of Islamic Religious Education Teachers in FosteringThe Practice of Islamic Teaching Al-Fikru: Jurnal Ilmiah.
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July-December 2025 a p-ISSN: 1978-1326 a e- ISSN: 2721-4397 strive to guide students morally and Teachers act as facilitators and mentors who help students to understand foundation for their future personality Islamic teachings more deeply, as well as Islamic evaluators who provide feedback to students to determine the extent to which REFERENCES they have practiced Islamic teachings in Abdullah.
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CONCLUSION
This study concludes that Islamic Education teachers at SDN 2 Jingah.
North Barito Regency, play a very important role in fostering the practice of Islamic teachings among students.
Teachers not only teach religious material academically, but also act as mentors who integrate Islamic values into students' daily lives.
The guidance is carried out through an approach that emphasizes direct practice and role modeling by teachers, which allows students to more easily internalize Islamic teachings at school and at home.
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