<![CDATA[This study aims to analyze Islamic Religious Education (IRE/PAI) teachers’ strategies for developing students’ discipline and responsibility through a literature review. The study employs a qualitative approach with a library research design. Sources include scholarly journal articles, academic books, and educational documents related to character education, Islamic Religious Education, discipline, responsibility, teacher modelling, habituation, school culture, and family involvement. Sources were selected based on thematic relevance, bibliographic clarity, publisher credibility, and direct relevance to the research focus. Data were analyzed through identification, selection, critical reading, thematic classification, interpretation, and synthesis. The findings indicate that discipline and responsibility cannot be developed effectively through conceptual instruction or sanctions alone. More consistent strategies include teacher modelling, religious and academic habituation, gradual assignment of responsibilities, clear classroom rules, positive reinforcement, educational sanctions, character assessment, contextual learning, and school–parent collaboration. PAI teachers act as educators, mentors, motivators, facilitators, role models, and evaluators. The synthesis proposes a KNOW–VALUE–HABITUATE–ACT model in which value knowledge, value acceptance, habituation, and action form an integrated process. The effectiveness of these strategies depends strongly on consistent school culture and continuity of character reinforcement at home.]]>
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