<![CDATA[The development of Generation Z in the digital era presents serious challenges in character building, including low levels of empathy, discipline, and spiritual awareness, thereby requiring adaptive, contextual, and digitally relevant learning strategies in Islamic Religious Education and Character Education. This study aims to describe effective teacher strategies in fostering the character of Generation Z through Islamic Religious Education and Character Education at SMAN 2 Situbondo. It employs a qualitative approach with a case study design, using observation, interviews, and documentation techniques analyzed through the interactive model of Miles and Huberman. The findings reveal that character development is implemented integratively through teacher role modeling, religious habituation such as Qur’an recitation (tadarus) and dhuha prayer, integration of Qur’anic and Hadith values in digital contexts, collaborative learning, the use of digital media, personal mentoring, and the strengthening of a religious school culture. These strategies have proven effective in enhancing students’ discipline, responsibility, social empathy, and digital ethical awareness, with participatory, contextual, and experience-based learning identified as key factors in the sustainable internalization of character values among Generation Z. ABSTRAK Perkembangan Generasi Z di era digital menghadirkan tantangan serius dalam pembinaan karakter, seperti rendahnya empati, kedisiplinan, dan kesadaran spiritual, sehingga diperlukan strategi pembelajaran Pendidikan Agama Islam dan Budi Pekerti yang adaptif, kontekstual, dan relevan dengan dunia digital siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi efektif guru dalam membina karakter Generasi Z melalui pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 2 Situbondo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus melalui teknik observasi, wawancara, dan dokumentasi yang dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa pembinaan karakter dilakukan secara integratif melalui keteladanan guru, pembiasaan religius seperti tadarus dan salat dhuha, integrasi nilai Al-Qur’an dan hadis dalam konteks digital, pembelajaran kolaboratif, pemanfaatan media digital, pendampingan personal, serta penguatan budaya sekolah religius. Strategi ini terbukti mampu meningkatkan kedisiplinan, tanggung jawab, empati sosial, serta kesadaran etika digital siswa. Pembelajaran yang bersifat partisipatif, kontekstual, dan berbasis pengalaman menjadi faktor kunci keberhasilan dalam menginternalisasikan nilai karakter pada Generasi Z secara berkelanjutan. ]]>
