<![CDATA[The educational environment is an important component of Islamic education because the development of students' personality and character occurs not only through formal learning but also through interactions within the family and community. This study aims to analyze the roles of family, school, and community environments in Islamic education and examine the interrelationships among these three environments in supporting students' character development at the Madrasah Ibtidaiyah (MI) and elementary school (SD) levels. This study employed a descriptive qualitative approach using library research. Data were obtained through the identification, reading, examination, and classification of relevant literature on Islamic educational environments. The data were analyzed using content analysis by comparing and synthesizing information concerning the functions of each educational environment and their interrelationships. The findings indicate that the family serves as the first educational environment that provides the foundations of faith, morality, habits, and character development through role modeling, habituation, communication, and supervision. The school functions as a formal educational environment that strengthens students' knowledge, discipline, character, and religious culture through learning activities and teacher role modeling. Meanwhile, the community provides a social space in which students interact with others and apply Islamic values in everyday life. The synthesis indicates that these three environments have distinct but complementary functions. Consistency of values, communication, and cooperation among families, schools, and communities are important elements in creating a conducive Islamic educational environment for MI/SD students. Therefore, Islamic education needs to be developed through synergy among the three educational environments to ensure a continuous process of character development.]]>
