<![CDATA[This study aims to describe and analyze the efforts of Islamic Religious Education teachers and classroom teachers in improving students' religious behavior at Ngemplak 1 Elementary School, Kudus. The research focuses on the strategies teachers implement through teaching, worship habits, role models, and school religious activities. This study uses a descriptive qualitative approach with a case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was strengthened by triangulation of sources and methods. The results show that teachers play an active role in fostering students' religious behavior through daily worship habits (Duha prayer, prayer, and tadarus), moral-spiritual role models, contextual learning, and non-formal religious activities. The role of teachers is not limited to teaching, but also serves as spiritual guides and moral role models. The analysis refers to the theories of Bandura, Lickona , and Nata, showing that the formation of students' religious behavior occurs through the process of modeling, internalization of values, and spiritual guidance. The novelty of this research lies in the integration of a holistic approach to religious guidance at the elementary school level, which strengthens the importance of teachers as central figures in Islamic character education based on students' real experiences.]]>
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