Peranan Guru Pendidikan Agama Islam dalam Membina Kecerdasan Emosional Siswa

Devi Junia (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Jasmienti (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)

Didactum
Vol. 1 No. 1 (2026): Maret 2026

The importance of fostering students' emotional intelligence amidst increasingly complex technological developments and social changes. Field phenomena indicate that there are still students who experience difficulties in controlling their emotions, lack empathy, and are not yet able to establish good social relationships. This condition indicates that Islamic Religious Education teachers have an important role as educators, mentors, role models, and motivators in fostering students' emotional intelligence. Based on the results of initial observations at SMK Negeri 3 Payakumbuh, teachers have implemented various forms of emotional intelligence development. However, the implementation of the teacher's role and its implications for students' emotional behavior still need to be studied in depth. This study aims to describe: (1) the role of Islamic Religious Education teachers in fostering emotional intelligence of grade XI students of SMK Negeri 3 Payakumbuh; and (2) the implications of the role of Islamic Religious Education teachers on students' emotional behavior. This study uses a qualitative approach with a field research type. The research informants consisted of Islamic Religious Education teachers, Guidance and Counseling (BK) teachers, and grade XI students of SMK Negeri 3 Payakumbuh. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while the validity of the data was tested using source triangulation and technique triangulation. The results of the study indicate that: (1) Islamic Religious Education teachers have carried out their roles as educators, guides, role models, and motivators through instilling Islamic values, being role models, fostering positive behavior, providing motivation, personal approaches, and guidance in solving student problems in accordance with Islamic teachings; and (2) the role of Islamic Religious Education teachers has positive implications for students' emotional behavior, as indicated by an increased ability to control emotions, the growth of empathy, mutual respect and appreciation, responsibility, and the ability to resolve conflicts positively.