<![CDATA[This study aims to analyze the implementation of the spiral curriculum principle in Akidah and Akhlak learning and examine its contribution to strengthening student character in Islamic junior high schools. A qualitative approach with a descriptive design was employed. The research was conducted in several Islamic junior high schools in Pekanbaru, Indonesia, involving Akidah and Akhlak teachers, principals, and curriculum developers selected through purposive sampling. Data were collected through semi-structured interviews, participant observations, and document analysis, then analyzed using the interactive model of data reduction, data display, and conclusion drawing with thematic analysis. The findings indicate that the spiral curriculum principle has been implemented through the progressive organization of learning materials, meaningful repetition of core concepts, contextual integration of Islamic values, and teachers' roles as facilitators of moral and spiritual development. These practices contribute to strengthening students' responsibility, honesty, discipline, and moral awareness. However, implementation remains constrained by the absence of explicit spiral curriculum guidelines, limited teacher training, administrative workload, and insufficient curriculum synchronization across educational levels. The study implies that effective implementation of the spiral curriculum requires systematic curriculum planning, continuous professional development for teachers, and stronger institutional support to ensure sustainable character education based on Islamic values. These findings provide practical guidance for educators, curriculum developers, and policymakers in improving the quality of Aqidah and Akhlak learning in Islamic schools.]]>
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