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This study aims to describe in depth the role of teachers in shaping the religious values of grade IV students at the Ash-Shiddiiqi Integrated Islamic Elementary School (SDIT) Jambi City. Religious values are an important part of the formation of children's character from an early age, especially in the Islamic-based school environment. This study uses a qualitative descriptive approach. Data collection techniques are carried out through observation, interviews, and documentation. The results of the study show that teachers play a major role in the formation of religious values through example, habituation, integration of religious values in learning, and cooperation with parents. The formation of religious values is not only carried out in the classroom, but also through school activities with Islamic nuances such as congregational prayers, memorization of the Qur'an, and daily prayers. The success of religious character formation is greatly influenced by the consistency of teachers and support from the school and family environment.

This article delves into the challenges of low reading interest and comprehension skills among primary school students, emphasizing the need for collaborative efforts to address these issues. Reading interest plays a pivotal role in academic development, making its enhancement a shared responsibility among students, teachers, and parents. Through a comprehensive literature review of relevant journals sourced from Google Scholar, the article identifies effective strategies to foster reading interest and improve comprehension skills. Key findings suggest that employing engaging instructional techniques can significantly boost students' reading interest and comprehension abilities. Additionally, cultivating reading habits from an early age by providing appealing reading materials has been shown to establish lasting reading habits into adulthood. Proficient reading skills not only broaden knowledge but also stimulate imagination and creativity. Consequently, educators are encouraged to actively implement effective reading strategies to support literacy development in primary schools.

Bullying is a serious issue that can have detrimental effects on victims, both physically and psychologically. In this digital era, bullying cases are becoming increasingly complex and harmful to many students. Therefore, this research is essential to understand the causes and impacts of such behavior. The research method employed in this article is qualitative, with a descriptive approach. Data collection methods include interviews, observations, and documentation. The data analysis technique involves several stages, namely data collection, data presentation, and drawing conclusions. Based on the results and discussions related to the roles of Guidance and Counseling (BK) and Islamic Education (PAI) teachers in responding to bullying incidents at SMPN 8 Palembang, it was found that the school has established regulations and policies to prevent bullying cases. A deep understanding of the bullying phenomenon has been gained by the school, acknowledging that bullying can take various forms, including direct physical contact, direct verbal contact, direct non-verbal behavior, indirect non-verbal behavior, and sexual harassment. Bullying perpetrators tend to form groups with specific roles such as the bully, assistant bully, behavior reinforcer, defender, and outsider. Several factors that can trigger bullying cases involve individual, family, peer, internal, and external factors. The impacts of bullying behavior encompass both psychological and physical consequences. In the efforts to prevent and handle bullying cases, schools play a crucial role. They have established regulations aimed at preventing bullying incidents within the school environment. Awareness of various forms of bullying and understanding the roles of individuals within bullying groups assist schools in designing more effective prevention strategies.