<![CDATA[This study examines how Islamic Religious Education (Pendidikan Agama Islam, PAI) develops religiosity and how participants perceive its association with pupils' positive behavior at UPTD SDN 54 Barru, South Sulawesi. Using a qualitative single-case study design, data were collected through non-participant observation, semi-structured interviews with the principal, PAI teachers, pupils in Grades V and VI, and parents or guardians, and a review of learning documents and school program records. Data were analyzed through condensation, display, and conclusion drawing and verification, with credibility supported by source, technique, and time triangulation, researcher diligence, and member checking. The findings identify five mutually reinforcing mechanisms: teacher exemplarity, habituation of religious activities, contextual and practical PAI learning, a supportive religious school culture, and school-family collaboration. Across these mechanisms, participants and observations linked religiosity to greetings and prayers, regular worship, politeness, respect, discipline, honesty, care, and responsibility. These findings should be interpreted as context-bound qualitative associations rather than evidence of causal effects. The study's main contribution is an integrated account of how religious knowledge, worship practice, adult modeling, school culture, and family reinforcement operate together as an internalization process in a public elementary-school setting. The results suggest that religiosity is educationally meaningful when religious practices are explained, modeled, practiced, and reinforced across school and home contexts.]]>
Copyrights © 2026
