<![CDATA[The formation of good morals in elementary madrasah students is one of the main goals in Islamic education. This study aims to analyze the effect of the implementation of the scaffolding method in a value-based learning model on students' good moral attitudes at MI Al Fattah Darussalam, Malang City. The scaffolding method is a learning strategy that provides gradual assistance to students until they are able to learn independently, while value-based learning focuses on instilling morals and character through meaningful learning experiences. This study uses a Classroom Action Research (CAR) approach with qualitative and quantitative methods. The subjects of the study were students of class [mention class] MI Al Fattah Darussalam. Data collection was carried out through observation, interviews, questionnaires, and documentation, then analyzed using qualitative descriptive techniques and simple statistics. The results of the study showed that the implementation of the scaffolding method in a value-based learning model significantly improved students' understanding and application of good moral attitudes. In the first cycle, students showed an increase in understanding of the concept of good morals, but there were still several obstacles in its application. After further intervention in the second cycle, there was a more significant increase in students' attitudes of discipline, honesty, responsibility, and empathy in everyday life. In addition, this method also increases students' active involvement in the learning process, both in class discussions and reflective activities. The conclusion of this study is that the scaffolding method in value-based learning can be an effective strategy in shaping students' character and improving their moral attitudes. The application of this method can help teachers guide students gradually until they can understand and apply moral values in everyday life. This study is expected to be a reference for educators in developing more innovative and value-based learning strategies]]>
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