<![CDATA[This study aims to analyze the role of classroom teachers in enhancing students’ learning independence at Madrasah Diniyah Qur’aniyah Sukopuro and to identify the supporting and inhibiting factors. A descriptive qualitative approach was employed, involving classroom teachers, the head of the madrasah, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing and verification. The findings reveal three primary teacher roles: facilitator, motivator, and mentor. Teachers facilitate students in reading, taking notes, memorizing, preparing learning materials, and completing tasks independently. They also integrate learning motivation with Islamic values and provide gradual assistance when students encounter difficulties. These practices foster students’ ability to complete tasks independently, confidently ask questions, prepare for learning, and review lessons. Learning independence is supported by the madrasah’s religious culture, teacher role modeling, discipline, and parental support, while differences in learning awareness, limited instructional time, and uneven family assistance constitute the main barriers. The findings confirm that learning independence develops through the gradual transfer of learning responsibility within an educational environment integrating academic, moral, and spiritual dimensions]]>
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