<![CDATA[Mastery of emotional regulation in elementary school-aged children serves as a crucial pillar in mitigating social behavioral disorientation within the contemporary era. This study explores the implementation of Islamic Religious Education (PAI) in stimulating emotional intelligence, identifies contributing religious values, and maps the instructional role of teachers at Arrohman Islamic Elementary School, Citeureup. Employing a qualitative case study approach, data were gathered through participant observation, in-depth interviews, and documentation analysis, then analyzed using the interactive model of Miles and Huberman. The research findings confirm that the internalization of emotional intelligence manifests holistically through pre-learning theological habituation, collective dhuha rituals, and Al-Qur'an recitations. The value of patience is integrated into queue discipline, gratitude in the emotional stability of accepting academic outcomes, while empathy is accommodated via programmed philanthropy and civilized verbal habituation. PAI teachers operate effectively as moral architects (uswah hasanah) and emotional facilitators. The success of this value transformation is accelerated by institutional cultural consistency and synergistic partnerships with parents. ]]>
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