Educator Competence in Fostering Students’ Moral Development in Islamic Secondary Schools

Popi Astuti (Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia)
Seprian Ilham (Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia)
Rizal Safarudin (Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia)

Ahlussunnah: Journal of Islamic Education
Vol. 5 No. 2 (2026): August

Moral development is an important component of Islamic education, requiring educators to demonstrate competence not only in delivering knowledge but also in shaping students’ attitudes and behavior. This study aims to analyze the implementation of moral development, the role of educators, and educator competence in supporting students’ moral development at the Islamic secondary school level. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and document analysis involving Islamic Education teachers, students, and school personnel. The data were analyzed thematically. The findings show that moral development is implemented through classroom learning, role modeling, habituation, and school-based educational programs. Educators serve as instructors, role models, mentors, and guides in shaping students’ behavior. Educator competence contributes to the integration of moral values into the learning process and educational activities. The effectiveness of moral development is supported by instructional media and school programs, while student motivation and limited environmental support constitute inhibiting factors. These findings highlight the importance of integrating educator competence with role modeling, habituation, and environmental support to foster students’ moral development.