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All Journal EDUJAVARE: International Journal of Educational Research
Amir Patintingan
University of Muhammadiyah Parepare
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Islamic Religious Education Teachers in Instilling Spiritual Intelligence in Students of SDN 006 Bontang Utara Janawati; Amir Patintingan; Muhammad Naim; Suredah Hamid
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1517

Abstract

Spiritual intelligence is essential to be cultivated in students from an early age, as external influences may weaken the inner dimensions of children. Islamic Religious Education (PAI) teachers carry professional and moral responsibilities in forming students' spiritual intelligence. This study aims to describe the role of PAI teachers in instilling spiritual intelligence, analyze the strategies employed, and identify supporting and inhibiting factors at SDN 006 Bontang Utara. The study employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. Data analysis followed the steps of data reduction, data display, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that PAI teachers play a strategic role as role models, prayer mentors, spiritual motivators, organizers of religious activities, and communicators with parents. Strategies implemented include religious practice routines, storytelling, self-reflection, moral reinforcement, and collaboration among teachers and parents. Key supporting factors are teacher role modeling, school religious culture, and consistent religious habituation, while inhibiting factors include digital environment influence, limited PAI time, and insufficient spiritual guidance at home. These findings emphasize that developing spiritual intelligence requires continuous, structured, and comprehensive synergy among teachers, students, families, and the social environment.
The Role Of Islamic Religious Education Teachers In Improving The Spiritual Intelligence Of Students In Elementary School (Case Study at SDN 003 North Bontang, East Kalimantan) Rusliana; Andi Fitriani Djollong; Sumadin; Amir Patintingan
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1701

Abstract

Education is directed not only toward cognitive strengthening but also toward the development of religious-spiritual strength, self-control, and noble character, positioning spiritual intelligence as a central aim of Islamic Religious Education (IRE) in elementary schools. This study aims to describe the condition of students’ spiritual intelligence, to analyze the role of IRE teachers in enhancing that intelligence, and to identify the supporting and inhibiting factors of that role at SDN 003 North Bontang. A qualitative case study design was employed. Data were collected through in-depth interviews with the principal, the vice-principal for curriculum, IRE teachers, classroom teachers, and students, complemented by participatory observation and documentation study. Data validity was established through source, technique, and time triangulation, while data were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that students’ spiritual intelligence is evident in their awareness of worship, honesty, patience, empathy toward others, and the ability to derive meaning from life events, although development remains uneven across students. IRE teachers function as educators, role models, motivators, guides, and evaluators through meaningful instruction, exemplary worship practice, reinforcement of intrinsic motivation, personal guidance, and consistent religious habituation. Supporting factors include religious habituation programs, curricular support, and school-wide collaboration, whereas inhibiting factors include differences in family background, limited instructional time, and the influence of gadgets and out-of-school peer environments. The study confirms that students’ spiritual intelligence develops through a triadic pattern of meaningful learning, teacher exemplarity, and sustained school-culture habituation.
Implementation of Core Ethical Values by Peers in Shaping the Islamic Character of Elementary School Students Konita Lupiah; Andi Abd. Muis; Djamaluddin; Amir Patintingan
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1770

Abstract

The formation of students' Islamic character at the elementary school level faces various challenges, particularly in strengthening the values of honesty, responsibility, and caring in daily life, while character education in schools still tends to rely on the role of teachers, so that the potential of peers as social agents has not been optimally utilized. This study aims to describe the implementation of core ethical values by peers in shaping students' Islamic character and to analyze its implications at SD Negeri 009 Bontang Utara. This study employed a qualitative approach with a case study method. The research informants consisted of the principal, an Islamic Religious Education teacher, a fifth-grade classroom teacher, six students, and three parents. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings show that the implementation of core ethical values, namely honesty, responsibility, and caring, is carried out through six interrelated strategies: role modeling, habituation, mutual advice and reminders, cooperation, social reinforcement, and peer social control. The implementation of these values has implications for strengthening students' Islamic character, reflected in the development of honest, responsible, and caring behavior, as well as the emergence of positive social dynamics in the form of peer support circles, constructive peer pressure, and positive friendship patterns. This study confirms that positive social relationships within peer groups contribute to the sustainability of character value implementation on an ongoing basis in the elementary school environment.
Co-Authors Andi Abd. Muis Andi Fitriani Djollong Djamaluddin Janawati Konita Lupiah Muhammad Naim Rusliana Sumadin Suredah Hamid