<![CDATA[This study was motivated by the finding that some students experience difficulties in controlling their emotions, lack self-confidence and empathy, and have difficulties developing positive social relationships at school. This condition indicates the need to improve students’ emotional intelligence development. This study aims to examine: (1) the efforts of Islamic Religious Education teachers in developing students’ emotional intelligence at SD I Ibnu Syam Kubang Putih; (2) supporting and inhibiting factors; and (3) solutions implemented to overcome challenges in developing students’ emotional intelligence. This study employed a qualitative approach with field research. The research informants consisted of 3 people, namely an Islamic Religious Education teacher, the principal, and a student of SD I Ibnu Syam Kubang Putih. Data were collected through observation, interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results showed that teachers develop students’ emotional intelligence through role modeling, religious habituation, advice, motivation, discipline, effective communication, and the cultivation of Islamic moral values. Supporting factors include cooperation among teachers, the principal, and parents, a conducive school environment, and religious programs. Inhibiting factors include differences in students’ characteristics, limited parental attention, and peer-environment influences. The solutions include improving communication with parents, providing individual guidance, strengthening religious habituation, and encouraging cooperation among the school community. Thus, Islamic Religious Education teachers play an important role in developing students’ emotional intelligence and supporting positive Islamic character and social behavior.]]>
