<![CDATA[This study aims to describe the moral character of sixth-grade students at MI Intisyarul Ulum in the digital era, identify the factors influencing their moral development, and analyze teachers’ strategies for cultivating akhlakul karimah (virtuous Islamic character). The study employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving four informants: two classroom teachers, one Islamic Religious Education teacher, and the school principal. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings reveal that students’ moral character exhibits complex dynamics. Positive behaviors, such as concern for others and participation in religious activities, remain evident; however, declines were observed in discipline, language etiquette, and respect toward teachers. Family factors emerged as the most dominant influence, followed by the school environment and exposure to digital media. Teachers cultivate akhlakul karimah through religious habituation, role modeling, and dialogical approaches adapted to students’ characteristics in the digital era. The findings indicate that combining religious habituation with dialogical approaches and teacher role modeling constitutes an effective strategy for developing students’ moral character in the digital era. Therefore, sustained synergy between schools and families is necessary to strengthen the internalization of moral values, enabling students to use technology wisely without losing their moral and religious character.]]>
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