<![CDATA[The phenomenon of students with a strawberry mentality has emerged as a significant challenge in education due to their low psychological resilience, high emotional sensitivity, and difficulty coping with pressure, all of which may affect their moral development. This study aimed to analyze the roles of Islamic Religious Education teachers, the moral development methods they employed, and the supporting and inhibiting factors influencing the moral development of students with a strawberry mentality at MTsN 7 Agam. This study employed a qualitative approach using field research. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing, while the trustworthiness of the data was established through method triangulation, source triangulation, and time triangulation. The findings revealed that Islamic Religious Education teachers played multiple roles as educators, role models, mentors, motivators, trainers, and evaluators in fostering students' moral character. The methods implemented included role modeling, habituation, advice, personal guidance, and educational punishment tailored to students' characteristics. The success of moral development was supported by a religious school environment, collaboration between the school and parents, and a positive school culture, while students' psychological characteristics, social media influence, and limited parental supervision became major obstacles. This study concludes that fostering the moral character of students with a strawberry mentality requires the integration of teachers' roles, appropriate educational methods, and supportive environments to develop morally upright and psychologically resilient individuals]]>
