<![CDATA[This study aims to describe students' negative behavior, its contributing factors, and the strategies employed by Islamic Religious Education (IRE) teachers to address such behavior at SD Negeri 1 Karangrejo, Boyolangu District. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews with the principal, IRE teacher, and students, as well as documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with data validity established through source and technique triangulation. The results showed that the most prominent negative behaviors during learning included talking while the teacher was explaining, disturbing classmates, paying insufficient attention, excessive joking, leaving and entering the classroom without permission, and failing to complete assignments. These behaviors were mainly influenced by peer influence, low learning discipline, limited attention to learning activities, an unconducive classroom environment, and insufficient parental attention and supervision. The dominant strategies employed by the IRE teacher included personal approaches, advice and warnings, discipline habituation, engaging learning activities, and cooperation with parents. Personal approaches and discipline habituation played an important role in helping students recognize inappropriate behavior and develop more orderly conduct. These findings indicate that addressing students' negative behavior requires consistent and collaborative guidance involving teachers, schools, and parents. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan perilaku negatif siswa, faktor penyebabnya, serta strategi guru Pendidikan Agama Islam (PAI) dalam mengatasinya di SD Negeri 1 Karangrejo Kecamatan Boyolangu. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara dengan kepala sekolah, guru PAI, dan siswa, serta dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perilaku negatif siswa yang paling tampak selama pembelajaran meliputi berbicara sendiri, mengganggu teman, kurang memperhatikan guru, bercanda berlebihan, keluar masuk kelas tanpa izin, dan tidak mengerjakan tugas. Perilaku tersebut terutama dipengaruhi oleh pengaruh teman sebaya, rendahnya disiplin belajar, kurangnya perhatian terhadap pembelajaran, kondisi kelas yang kurang kondusif, serta kurangnya perhatian dan pengawasan orang tua. Strategi guru PAI yang dominan dilakukan melalui pendekatan personal, nasihat dan teguran, pembiasaan disiplin, pembelajaran yang menarik, serta kerja sama dengan orang tua. Pendekatan personal dan pembiasaan disiplin menjadi bagian penting dalam membantu siswa memahami kesalahan dan membangun perilaku yang lebih tertib. Temuan ini menunjukkan bahwa penanganan perilaku negatif siswa memerlukan pembinaan yang konsisten dan kolaboratif antara guru, sekolah, dan orang tua.]]>
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