<![CDATA[This study aims to describe the strategies used by Islamic Religious Education (IRE) teachers to develop the emotional intelligence of Grade X Language 1 students at SMAN 1 Kediri, West Lombok, and to identify the constraints encountered during the process. A descriptive qualitative field-research approach was employed. Data were collected through interviews, observation, and documentation involving the IRE teacher, homeroom teacher, and students as key sources. Data were analyzed through reduction, display, and conclusion drawing/verification. The findings show that emotional intelligence development was pursued by creating a safe and supportive classroom climate, strengthening students’ motivation, encouraging self-reflection, cultivating empathy and social skills, and integrating Islamic values into emotional regulation. Classroom discussion, question-and-answer activities, teacher modeling, opportunities for students to express opinions, and religious practices such as istighfar and salawat were used to help students recognize and regulate emotions. These strategies also supported cooperation, respect for differences, and more constructive conflict resolution. The main constraints originated from students’ internal conditions, limited family support, peer and social-environment influences, limited supporting resources, and teachers’ difficulties in identifying emotional problems that were not always visible. The findings suggest that IRE learning can function as an integrative space in which religiosity formation and students’ emotional-social competence are developed simultaneously]]>
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