<![CDATA[This study is based on the urgency of fostering good moral behavior in primary education, as some students still exhibit behaviors that are not fully aligned with expected ethical norms and religious values. Instilling commendable attitudes in the school environment is essential because it contributes to developing students into individuals who are polite, disciplined, and responsible in their daily lives. This study aims to describe the various methods employed by Islamic Religious Education and Character Education teachers to cultivate students' moral values and to examine the supporting and inhibiting factors affecting their implementation at SDN 21 Pilubang. This research employed a qualitative approach using a descriptive field study design. Data were collected through observation, interviews, and documentation involving 11 informants consisting of an Islamic Religious Education and Character Education teacher, the principal, the homeroom teacher, other teachers, and fifth-grade students. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the cultivation of moral values was carried out through several integrated methods, including habituation, role modeling, advice, storytelling, and the implementation of rewards and punishments in students' daily school activities. These methods positively contributed to the development of students' akhlakul karimah (noble character). Supporting factors included collaboration among teachers, the principal, parents, and a conducive school environment. Meanwhile, the inhibiting factors consisted of limited parental involvement, the influence of the social environment, uncontrolled use of digital devices, and differences in students' individual characteristics. The study concludes that the success of fostering akhlakul karimah is strongly influenced by the synergy among schools, families, and the community in consistently instilling moral values.]]>
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