<![CDATA[Moral degradation and the weakening of religious character among Indonesian youth have become pressing concerns amid the rapid expansion of digital technology, highlighting the need to strengthen religious values through nonformal Islamic education. This study aims to analyze the role of teachers in developing students’ religious character, examine the implementation of teacher strategies through learning, habituation, and exemplary conduct, and identify the supporting and inhibiting factors at Madrasah Diniyah Takmiliyah Wustho Al Mujahidin Ponorogo. Employing a qualitative phenomenological approach, the study positioned the researcher as the primary instrument and participant observer, with data collected through participant observation, in depth interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model and source and method triangulation. The findings indicate that teachers perform multidimensional roles as educators, instructors, mentors, and role models; implement dialogical learning, exemplary narratives, theological positive reinforcement, and structured religious habituation; and rely on school parent communication, mosque facilities, and the religious culture of Ponorogo while facing challenges from gadget use, limited curricular time, and diverse student backgrounds. These findings reinforce the importance of integrated teacher roles and consistent religious habituation in developing students’ religious character within nonformal Islamic education.]]>
