<![CDATA[This research is motivated by the growing phenomenon of moral degradation among madrasah students and the suboptimal use of the storytelling method in Akidah Akhlak learning at MIS Alwashliyah Simangambat. The purpose of this study is to describe the planning, implementation, and contribution of the storytelling method in instilling character values in fourth-grade students through the Akidah Akhlak subject at MIS Alwashliyah Simangambat. This study employed a qualitative approach with a descriptive research design. Primary data sources included the school principal, the Akidah Akhlak teacher, and fourth-grade students. Data were collected through in-depth interviews, direct observation, and document analysis. Data analysis followed the Miles and Huberman model comprising data reduction, data display, and conclusion drawing, with validity ensured through source, technique, and time triangulation. The findings reveal three key conclusions. First, the planning of the storytelling method was carried out systematically and character-oriented, encompassing the development of lesson plans that structurally integrate storytelling across three learning phases, the selection of stories from the Sirah Nabawiyah and companions' narratives aligned with core competencies, and the teacher's performative preparation supported by substantive supervision from the school principal. Second, the implementation of the storytelling method took place effectively and meaningfully through three interconnected phases: emotional opening, performative story delivery using vocal variation and body movement, and value reflection that encouraged students to connect story messages with their personal experiences, resulting in the internalization of religious, honest, disciplined, responsible, and socially caring values into students' real behavior. Third, the contribution of the storytelling method proved to be genuine and multidimensional, encompassing the formation of students' internal moral motivation grounded in spiritual awareness, long-term value retention through emotional memory, and the extension of learning impact to strengthen value synergy between the madrasah and students' family environments.]]>
