<![CDATA[This study is motivated by the importance of instilling the character of faith and piety from the elementary school level as a foundation for students' character development. Although character education has become an integral part of the national education system, its implementation in schools still faces various challenges. Therefore, an in-depth study is needed to examine the process of instilling faith and piety, particularly among first-grade elementary school students. This study aims to describe the process of instilling the character of faith and piety and to analyze the supporting and inhibiting factors at SD Plus Fatimah Az-Zahro’. The study is grounded in Thomas Lickona's character education theory, which includes moral knowing, moral feeling, and moral action, and is supported by theories of character education, faith, piety, and character development through learning, role modeling, and habituation. This research employed a qualitative approach using a case study method. The research involved seven participants, consisting of one principal, one first-grade teacher, and five first-grade students, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings reveal that the instillation of faith and piety was implemented in an integrated manner through learning activities that incorporated religious values, teachers' role modeling in daily behavior, and habituation of religious practices such as congregational prayer, daily prayers, Qur'an recitation, memorization of short surahs, and the practice of Islamic etiquette. The success of this process was supported by a religious school culture, teachers' commitment, consistent school programs, and collaboration with parents. Meanwhile, the main obstacles included differences in students' characteristics, limited understanding at an early age, and insufficient character reinforcement within the family environment. The study concludes that the synergy between learning, role modeling, habituation, and collaboration between schools and families plays a crucial role in developing students' faith and piety from an early age. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya penanaman karakter keimanan dan ketakwaan sejak jenjang sekolah dasar sebagai fondasi pembentukan kepribadian peserta didik. Meskipun pendidikan karakter telah menjadi bagian dari sistem pendidikan nasional, implementasinya di sekolah masih menghadapi berbagai tantangan sehingga diperlukan kajian yang mendalam mengenai proses penanamannya, khususnya pada peserta didik kelas I. Penelitian ini bertujuan mendeskripsikan proses penanaman karakter keimanan dan ketakwaan serta menganalisis faktor pendukung dan penghambatnya di SD Plus Fatimah Az-Zahro’. Kajian penelitian didasarkan pada teori pendidikan karakter Thomas Lickona yang meliputi moral knowing, moral feeling, dan moral action, serta didukung kajian mengenai pendidikan karakter, keimanan, ketakwaan, dan metode penanaman karakter melalui pembelajaran, keteladanan, dan pembiasaan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Informan penelitian berjumlah 7 orang, terdiri atas 1 kepala sekolah, 1 guru kelas I, dan 5 peserta didik kelas I, yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa penanaman karakter keimanan dan ketakwaan dilaksanakan secara terpadu melalui pembelajaran yang mengintegrasikan nilai-nilai religius, keteladanan guru dalam perilaku sehari-hari, serta pembiasaan kegiatan keagamaan seperti salat berjamaah, doa, tadarus, hafalan surah pendek, dan pembiasaan adab Islami. Keberhasilan proses tersebut didukung oleh budaya sekolah yang religius, komitmen guru, konsistensi program, dan kerja sama dengan orang tua, sedangkan hambatannya meliputi perbedaan karakter peserta didik, keterbatasan pemahaman pada usia dini, serta belum optimalnya penguatan karakter di lingkungan keluarga. Penelitian ini menyimpulkan bahwa sinergi antara pembelajaran, keteladanan, pembiasaan, serta kolaborasi sekolah dan keluarga menjadi faktor utama dalam membentuk karakter keimanan dan ketakwaan peserta didik sejak dini.]]>
