<![CDATA[Studies on instilling religious character have largely been conducted in madrasahs and integrated Islamic schools, where religious culture is institutionally embedded, while little is known about how public elementary schools move students from teacher-directed to self-initiated religious practice. This study aims to analyse the strategies used to instil religious character values in students at SDN 01 Parerejo, Purwodadi, Pasuruan, and their impact. It employed a descriptive qualitative approach. Data were collected from the principal, Islamic Religious Education (IRE) teachers, class teachers, and students through observation, interviews, and documentation, analysed interactively, and validated through source and technique triangulation. The findings show five strategies: teacher role modelling, habituation (morning Qur'an recitation, congregational dhuha prayer, collective prayer, and the 5S programme), integration of theory and practice, a personal and persuasive approach, and enforcement of discipline. These strategies improved students' spiritual awareness, honesty, responsibility, empathy, and the school's religious culture. Students moved from performing dhuha prayer under guidance, to doing it habitually, to taking initiative as imam, muezzin, or prayer leader. This study proposes a three-stage model of religious character internalisation in public elementary schools, from guidance to habituation to initiative.]]>
Copyrights © 2026
