<![CDATA[TThe onset of puberty in elementary school-aged children frequently precipitates psychological distress and emotional lability, which can result in ethical transgressions. The present study aims to analyze the role of Islamic Religious Education (PAI) teachers in guiding students through puberty and its impact on the development of their religious character. A qualitative descriptive approach was utilized, involving eight informants: principals, religious teachers, students, and parents, using a purposive sampling technique. The data were collected through three methods: passive observation, in-depth interviews, and document studies. Then, the data were analyzed interactively using the Miles, Huberman, and Saldana model. The findings suggest that religious educators assume a dual role, functioning not only as moral guides but also as student counselors. This phenomenon arises due to the absence of formal guidance and counseling personnel. The efficacy of this pedagogical approach has been demonstrated in the enhancement of post-pubescent religious discipline and the cultivation of proper manners in children, both within the domestic sphere and the educational environment. However, the instruction of puberty-related subjects is not yet codified in a distinct curriculum and continues to be impeded by the absence of visual learning resources and students' social discomfort. Additionally, the development of character is found to be imbalanced due to disparities in children's cognitive abilities and the pervasive adverse impact of social media content. The present study posits that the provision of puberty education grounded in Islamic values has a tangible impact on the self-control of children. However, the efficacy of this intervention is contingent upon the provision of written study guides and the establishment of robust supervisory cooperation with parents in the domestic setting.]]>
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