<![CDATA[This study examines the program, implementation, and supporting and inhibiting factors of Islamic religious guidance in the development of religious character among third-grade students at SDN 15 Pelimpaan during the 2025–2026 school year. This article is a scholarly analysis of Lia Eryani’s research, which employed a descriptive qualitative approach. The research data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing/verification. The findings indicate that the guidance was implemented through Islamic Religious Education lessons, morning Quran recitation (tadarus), memorization of short surahs and daily prayers, the practice of wudu and prayer, congregational prayer, TPA activities, Ramadan crash courses, celebrations of major Islamic holidays, and Friday charity (sedekah). The implementation of these activities combined habit formation, teacher role modeling, counseling, individual and group mentoring, and collaboration with parents. School support and student enthusiasm facilitated the program’s implementation, while time constraints, differences in family customs, variations in student abilities, and limited guidance at home posed challenges. Written documentation of the implementation of peer checks was not found, and informants could not be contacted again for further confirmation. Therefore, the results are interpreted as a contextual description rather than causal evidence or a measure of character improvement.]]>
