<![CDATA[This study aims to describe the implementation of Akidah Akhlak instruction in fostering virtuous character among eighth-grade students at MTsN 2 Karawang, including the instructional process in the classroom, the school’s role in fostering good habits, and the supporting and inhibiting factors. This study employs a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation involving the Deputy Head of the Curriculum Division, Akidah Akhlak teachers, and eighth-grade students selected through purposive sampling. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that Akidah Akhlak instruction is implemented systematically through preliminary, core, and closing stages, using lecture and question-and-answer methods linked to students’ daily lives. The reinforcement of virtuous character is carried out through teachers’ exemplary behavior and the habituation of positive practices, such as the implementation of 5S, religious activities, and structured school programs. This implementation has a positive impact on students’ understanding and behavior, although it has not yet been implemented optimally across all students. Supporting factors include a conducive school culture and continuous habituation programs, while inhibiting factors stem from a lack of support from the family environment. Therefore, synergy between schools and families is essential in strengthening students’ virtuous character.]]>
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