The Role of Islamic Education Teachers in Shaping Elementary Students’ Religious Character through Classroom Management

Sellyna Bilofa Sitompul (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia)
Mustafa Mustafa (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia)

El-Rusyd
Vol. 11 No. 1 (2026): June

This research is motivated by the important role of Islamic religious education teachers, classroom management, and religious character education, as well as the supporting and inhibiting factors that can interfere with the process of developing students' religious character. Religious character is expected to shape students with religious principles and good morals. This research uses a qualitative method with field research. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis techniques used data reduction, data presentation, and conclusion drawing. Data validity was validated through source triangulation and technical triangulation. The research informants consisted of the principal, Islamic religious education teacher, fifth-grade homeroom teacher, and fifth-grade students. The results of the study indicate that the role of Islamic religious education teachers in shaping the religious character of fifth-grade students based on classroom management is implemented through management functions including planning, organizing, implementing, and supervising. During the planning stage, Islamic religious education teachers develop learning activities and habits that instill religious values. During the organizing and implementing stages, teachers act as educators, guides, motivators, and role models through activities such as praying before class, reading the Quran, praying in congregation, and instilling attitudes of discipline, honesty, and responsibility. During the supervising stage, teachers monitor the development of students' religious character. Supporting factors in the development of students' religious character include teacher role models, a religious school environment, and parental support. Inhibiting factors include limited supporting facilities, diverse student characteristics, and influences from the outside environment. This research is expected to provide recommendations for improving the quality of religious character education through classroom management at elementary school, so that students are not only academically intelligent but also spiritually intelligent.