<![CDATA[Islamic education plays a strategic role in integrating knowledge development, character formation, and the holistic strengthening of students’ spiritual aspects. Teachers, particularly homeroom teachers, function not only as formal educators but also as spiritual mentors who cultivate religious habits through daily engagement. This study aims to examine the role and activities of teachers in educating students’ spiritual dimensions, namely verbal devotion (qauliyah), practical worship (amaliyah), and prayer and dhikr. Employing a qualitative case study design, data were collected from 15 informants consisting of school leaders, homeroom teachers and assistants, mosque administrators, and students. The research utilized in‑depth interviews, document analysis, and participatory observation in which the researcher was directly involved in students’ routines. Data analysis followed systematic stages of reduction, display, and conclusion drawing, strengthened by NVivo‑assisted thematic analysis to identify major themes and subthemes. The findings reveal that teachers reinforce qauliyah through Qur’anic recitation guidance, prayer mentoring, halaqah, and role modeling in speech ethics; amaliyah through congregational prayer habituation, guided worship practice, and reward–punishment mechanisms; and prayer and dhikr through collective remembrance, reflection, short sermons, and direct teacher participation. The study implies that holistic spiritual education requires comprehensive strategies emphasizing role modeling, habituation, and active teacher involvement in students’ religious life.]]>
