<![CDATA[This study aims to describe the implementation of Islamic Religious Education (PAI) learning strategies as an effort to shape the religious character of students in Bombana Regency, Southeast Sulawesi, and to reveal the supporting and inhibiting factors, and the relationship between variations in learning strategies and the profile of students' religious character. This study uses a qualitative approach with a case study design in three educational units selected purposively. Data were collected through observation, in-depth interviews with PAI teachers, principals, and students, documentation studies, and FGDs, then analyzed through the stages of data condensation, data presentation, and drawing conclusions through content and interpretative analysis. The results show that PAI teachers apply various learning strategies, such as role models, habituation of worship, lectures and advice, reflective dialogue, and strengthening the school's religious culture that contribute to the formation of students' religious character. The implementation of these strategies is supported by teacher commitment and school policies, but is hampered by limited learning time, worship facilities, and the influence of the environment and social media. Schools that consistently combine religious practices with teacher role models and a religious school environment tend to have stronger student religious character profiles than schools where learning is dominated by lectures without cultural reinforcement. This finding confirms that the effectiveness of Islamic Religious Education (PAI) learning strategies is determined not only by the method, but also by the consistency of implementation and support from the educational ecosystem (Majid, 2014; Lickona, 2013). Thus, the quality of implementation is closely related to the religious character profiles of students in Bombana Regency.]]>
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