<![CDATA[This study aims to synthesize the theory and practice of religious character education in elementary schools by examining the latest empirical evidence regarding the role of Islamic Religious Education (PAI) in shaping students' honesty, tolerance, and discipline. The method used is a systematic literature review of relevant articles/journals discussing strategies for religious habituation, teacher role models, integration of value-based curriculum, active learning approaches, internalization of monotheism, and the sustainable tarbiyah model. The results of the synthesis indicate a strong consensus: the formation of religiosity is effective when positioned as a value ecosystem that unites three pillars: (1) habituation, (2) integration across subjects and school policies, and (3) reflection. This study formulates the PIR Model (Habituation–Integration–Reflection) as a replicable and context-sensitive operational framework for developing key character profiles. Practical implications include strengthening the role of teachers as good role models, training in facilitating value dialogue, family–community involvement, and standardization of character indicators and portfolios. The main limitation lies in the variation in school contexts and facility support, so local adaptation is necessary. Overall, this study confirms that strong religiosity arises from system coherence, not just sermons, and can be measured through sustained changes in prosocial behavior. ]]>
Copyrights © 2026
