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Penelitian ini menunjukkan bahwa menghormati guru adalah indikator fundamental dari akhlakul karimah (akhlak mulia) dalam pendidikan Islam, namun realitas saat ini menunjukkan adanya penurunan adab di kalangan siswa. Penelitian ini bertujuan untuk menganalisis Penerapan Kesadaran Siswa untuk Menghormati Guru dalam Membentuk Sikap Akhlakul Karimah Kelas X di MA Al Ihsan Kalijaring. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Dengan desain survei dan melibatkan beberapa responden dan informan supaya data yang didapat bisa sesuai dengan masalah yang ada. Sumber data primer diperoleh melalui wawancara langsung kepada (Guru Akhlak PAI dan Wali Kelas X) dan observasi partisipasi. Data sekunder berupa catatan dan dokumentasi siswa. Analisis data dilakukan secara interaktif melalui reduksi data, dan penarikan kesimpulan secara induktif.  Tujuan dari penelitian ini yaitu membahas secara detail terkait adab dalam menghormati Guru. Hasil penelitian ini diharapkan dapat memberikan masukan praktis bagi sekolah dan guru dalam memperkuat budaya adab dan memperkaya literatur pendidikan Islam tentang pentingnya kesadaran diri siswa. Data dikumpulkan menggunakan teknik pengumpulan data yaitu wawancara, observasi, dokumentasi, dan dianalisis dengan teknik Triangulasi. Hasil penelitian menunjukkan bahwa Tingkat kesadaran siswa memang sangat penting dan peran dari guru tetap harus ikut andil dalam meningkatkan kesadaran tersebut yaitu dalam hal menghormati guru. Simpulan penelitian ini menegaskan pentingnya menghormati guru bagi para pendidik sehingga ilmu yang di dapatkan dapat bermanfaat. Implikasi penelitian inj diharapkan dapat memberikan gambaran bagi peneliti lain tentang pentingnya kesadaran dalam menghormati guru serta menunjukan bahwa keberhasilan pembentukan karakkter tidak hanya di pengaruhi oleh  peran guru atau lingkungan sekolah, tetapi juga kesadaran yang timbul dari dalam diri siswa.

Latar belakang penelitian ini adalah adanya  praktik-praktik pembelajaran Fiqih yang sistematis dan terintegrasi dalam seluruh aktivitas Siswa di SMA Darul Ulum 1 Unggulan.  Sehingga peneliti ingin mengetahui peran Guru Fiqih dalam perkembangan dan pembentukan karakter Siswa di SMA Darul Ulum 1 Unggulan BPPT Jombang. Penelitian ini bertujuan menganalisis bagaimana peran guru dalam kehidupan sehari-hari di SMA Darul Ulum 1 mencerminkan pembelajaran Fiqih yang baik melalui kegiatan sehari-hari seperti sholat berjamaah, mengaji, dan aktivitas lainnya. Metodologi penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam dengan Kepala Sekolah, Guru Fiqih, dan Siswa, serta analisis dokumen. Kesimpulan hasil penelitian adalah peran Guru Fiqih dalam perkembangan dan pembentukan karakter Siswa yaitu Guru Fiqih sebagai pendidik dan pengajar, pembimbing dan konselor, teladan (Uswah Hasanah), motivator . Adapun faktor pendukung yaitu dukungan kebijakan Sekolah, kompetensi Guru yang memadai, lingkungan Sekolah yang kondusif, kurikulum yang terintegrasi. Faktor penghambat yaitu pengaruh lingkungan eksternal yang negatif, keterbatasan waktu pembelajaran, perkembangan zaman dan modernisasi. Dan mengakibatkan dampak yaitu peningkatan kesadaran beribadah, pembentukan Akhlak Mulia, peningkatan ketahanan mental dan spiritual.

This study aims to analyze the roles of teachers and coaches in implementing the Pagar Nusa Pencak Silat extracurricular program at MI Unggulan Sunan Kudus in terms of gross motor skill development and moral education. This research employed a descriptive qualitative approach using participatory observation and in-depth interviews. The results indicate that Pagar Nusa training provides effective stimulation of gross motor skills through basic techniques such as stances and movement patterns, which improve coordination, balance, and muscular strength. In addition, the program integrates religious moral values through the cultivation of adab, including the habit of drinking while sitting. This emphasis contributes to students’ discipline, obedience to Islamic norms, and biological well-being, particularly in supporting digestive efficiency and preventing physical discomfort after intensive training. This study concludes that Pencak Silat Pagar Nusa functions as a medium for gross motor development and as a means of strengthening Islamic character in the madrasah context.

Penelitian ini bertujuan untuk: Pertama Menganalisis Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan SMPIT Izzatul Islam Getasan. Kedua Menganalisis Bina Pribadi Islami (BPI) terhadap akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan SMPIT Izzatul Islam Getasan. Ketiga Menganalisis Bina Pribadi Islami (BPI) bepengaruh terhadap kedisiplinan ibadah dan akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode sampel jenuh atau survei. Teknik pengumpulan data dilakukan melalui kuesioner, observasi, dan dokumentasi. Penelitian ini menggunakan uji validitas dan reliabilitas untuk uji coba instrument penelitian. Analisis data menggunakan model Regresi Linier Sederhana, yang terdiri dari menganalisis data digunakan analisis deskriptif, uji asumsi klasik (uji normalitas dan heteroskedatisitas), analisis regresi sederhana (koefisien korelasi, koefisien determinasi, dan Uji t) dengan bantuan SPSS for windows versi 27. Hasil dari penelitian ini menunjukkan bahwa: (1) Tidak ada pengaruh antara Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam. (2) Ada pengaruh positif antara Bina Pribadi Islami (BPI) terhadap akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan. (3) Tidak ada perbedaan signifikan antara pengaruh Bina Pribadi Islami (BPI) terhadap kedisiplinan ibadah dan akhlak karimah siswa kelas 9 SMPIT Nidaul Hikmah Salatiga dan siswa kelas 9 SMPIT Izzatul Islam Getasan.

Perkembangan teknologi digital telah membawa perubahan signifikan dalam dunia pendidikan, khususnya dalam pembentukan karakter siswa yang menghadapi berbagai tantangan moral dan sosial. Kondisi ini menjadikan pendidikan agama Islam memiliki peran penting sebagai fondasi dalam menanamkan nilai-nilai akhlak dan spiritualitas. Artikel ini bertujuan untuk menganalisis transformasi pendidikan agama Islam dalam membentuk karakter siswa di era digital serta mengidentifikasi strategi yang relevan dalam menghadapi tantangan tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka, melalui pengumpulan dan analisis berbagai literatur ilmiah yang relevan. Hasil penelitian menunjukkan bahwa transformasi pendidikan agama Islam tidak hanya terletak pada pemanfaatan teknologi sebagai media pembelajaran, tetapi juga pada perubahan pendekatan, metode, dan strategi yang lebih adaptif terhadap karakteristik generasi digital. Integrasi teknologi yang tepat, penguatan keteladanan guru, serta pembiasaan nilai-nilai keislaman terbukti menjadi faktor penting dalam membentuk karakter siswa.

Penelitian ini bertujuan untuk mengetahui implementasi penggunaan teknologi digital dalam pembelajaran Akidah Akhlak kelas XI di MA Al-Ihsan Kalikejambon Jombang, strategi guru dalam mengoptimalkan penggunaan teknologi digital, serta faktor pendukung dan penghambat dalam penerapannya. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data dianalisis secara deskriptif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan teknologi digital seperti laptop, proyektor, smartphone, YouTube, dan media presentasi mampu membantu guru dalam menyampaikan materi Akidah Akhlak secara lebih menarik, interaktif, dan mudah dipahami siswa. Strategi guru dilakukan dengan memanfaatkan media visual, video edukatif, serta tugas berbasis digital yang mampu meningkatkan motivasi belajar siswa. Faktor pendukung implementasi teknologi digital meliputi fasilitas sekolah yang cukup memadai, antusiasme siswa, dan keterbukaan guru terhadap inovasi pembelajaran. Adapun faktor penghambatnya yaitu keterbatasan jaringan internet, kurangnya perangkat digital yang dimiliki siswa, dan masih minimnya pelatihan guru dalam pemanfaatan teknologi pembelajaran. Dengan demikian, implementasi teknologi digital terbukti memberikan dampak positif terhadap efektivitas pembelajaran Akidah Akhlak di MA Al-Ihsan Kalikejambon Jombang.

Islamic education emphasizes the formation of disciplined character, which can be developed through habituation from an early age. This study aims to describe the process of forming students’ disciplined character through daily worship habituation at Madrasah Ibtidaiyah Guppi Pagerlor 2. The school was selected due to its relatively small number of students and its structured and intensive worship programs. This study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings indicate that the consistent and routine practice of daily worship contributes to the development of students’ discipline, particularly in terms of punctuality, compliance with rules, and responsibility. A structured guidance system, the role of teachers as educators, and the implementation of rewards and educational sanctions were identified as the main supporting factors. However, limitations in facilities and lack of family support remain challenges. Therefore, daily worship habituation plays a significant role in fostering students’ disciplined character and strengthening character education in the madrasah.

This study is motivated by the importance of fostering students’ moral character within the school environment through religious activities, one of which is the Qur’an halaqah. The purpose of this study is to examine the implementation of the Qur’an halaqah activities and their role in shaping students’ character at SMK Islam Al-Amal Surabaya. This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The results indicate that the regular implementation of Qur’an halaqah activities is able to provide a positive impact on students’ character, such as improving discipline, politeness, and responsibility. The habituation process carried out in these activities becomes a key factor in shaping students’ behavior. The implications of this study suggest that the Qur’an halaqah can serve as an effective program for developing students’ moral character in schools; therefore, it should be maintained and continuously developed.

The importance of education as a foundation for developing an intelligent and qualified generation, with an emphasis on Islamic religious education as a tool for shaping students' character and morals. Islamic religious education, particularly in the study of faith and morals, emphasizes ethical values ​​such as caring and honesty. With the challenges in education becoming increasingly complex, one example is that many educators are unable to utilize learning media in today's advanced technology. One proposed solution is the use of the digital platform Kahoot, which has been proven to attract student interest in learning faith and morals, overcoming the boredom often encountered with traditional methods, such as lectures. It is emphasized that schools need adequate facilities and strategies for using gadgets to enhance students' learning experiences.The quantitative method used in this study is a pre-experimental study. In this study, the researcher used the one-group pretest and posttest design model. Based on the research results, there was a pretest score with a mean of 93.46, a median of 95, and a mode of 95. The posttest score had a mean of 84.62, a median of 90, and a mode of 100. The sig. (2-tailed) table showed 0.002 with a research alpha of 5% or 0.005. It can be concluded that there is no effect because 0.002 < 0.005. Therefore, H1 is rejected. Therefore, there is no effect of using the Kahoot application on the subject of faith and morals on improving student learning outcomes at MAS Tarbiyah Islamiyah.

This study examines junior high school students’ digital morality (digital akhlak) through an analysis of Islamic Education (PAI) textbooks, focusing on the prevention of ghibah, slander/misinformation, and hate speech. The study is grounded in the growing intensity of adolescents’ online interactions, which heightens ethical risks such as online backbiting, the spread of unverified information (hoax), and degrading expressions that may harm social cohesion. The study aims to describe how the textbook represents values and prohibitions related to these issues, to analyze instructional presentation (narratives, religious evidence, learning activities, and assessments), and to assess the alignment of textbook content with a digital morality framework that contextualizes Islamic moral values for online environments. Using a library research design and content analysis of the PAI textbook as the primary document, the discussion is strengthened by recent Indonesian journal literature on digital literacy, Islamic communication ethics, and moral education for digital natives. The findings indicate that the textbook provides a strong basis for preventing ghibah through clear definitions, scriptural reinforcement, and affective messages about safeguarding others’ dignity; it addresses slander/misinformation primarily through operational tabayyun skills, including source and content verification and contextual checking; meanwhile, the prevention of hate speech is present implicitly through prohibitions against insulting, mocking, and prejudging, yet requires more explicit enrichment via contextual cases and ethical response strategies for students as bystanders. Overall, the textbook has substantial potential to foster students’ digital morality when supported by consistent classroom habituation and contextual pedagogy.  

This study aims to analyze the implementation of affective learning strategies in Akidah Akhlak subjects to enhance students' self-control at MTs Muhammadiyah 02 Purbalingga. Affective learning strategies focus on character development through the inculcation of religious values such as patience, honesty, and discipline, aimed at helping students manage their emotions, thoughts, and behavior in daily life. The research employed a qualitative method with a descriptive approach. Data were obtained through in-depth interviews with Akidah Akhlak teachers, the principal, and students, as well as classroom observation. Data analysis was conducted using thematic coding to identify patterns in the implementation of affective learning strategies and their impact on students' self-control. The findings indicate that the implementation of affective learning strategies is carried out through five main stages: receiving, responding, valuing, organization, and characterization. Each stage involves structured approaches, such as using inspirational stories from the Qur'an and Hadith, group discussions, value reflections, and case study simulations. These strategies successfully enhanced students' self-control, particularly in emotional regulation, wise decision-making, and consistent behavior aligned with Islamic values. This study concludes that affective learning strategies play a vital role in improving students' self-control. Systematic and collaborative implementation can assist madrasahs in producing a generation that is faithful, knowledgeable, and morally upright, in line with the vision of Islam.

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

Islamic character education faces dual challenges: declining moral values among students and conventional teaching methods inadequate for developing higher-order thinking skills. This study examines the implementation of a smart learning environment (SLE) model to enhance metacognitive understanding in Aqidah Akhlak (Islamic Creed and Ethics) instruction among eighth-grade students at MTs Salafiyah Merakurak. Employing a mixed-methods action research design, involved 16 eighth-grade students divided into two groups. Data collection utilized classroom observations, semi-structured interviews, and learning documentation. The SLE model integrated Google Classroom, interactive video content, WhatsApp Group discussions, and Google Forms assessments to create a technology-enhanced learning ecosystem. Findings revealed substantial improvements in students' metacognitive capacities: planning skills increased from 25% to 75%, monitoring abilities rose from 31% to 81%, and evaluation competencies grew from 19% to 69%. Students demonstrated enhanced learning autonomy, active participation in collaborative discussions, and improved self-reflection on content comprehension. The SLE approach successfully fostered engaging learning experiences while facilitating deeper internalization of Islamic ethical values. However, implementation encountered constraints including limited technological infrastructure and varied digital literacy levels among students. This research underscores the critical need for developing teachers' digital competencies and strengthening madrasah technological infrastructure to optimize technology-integrated Islamic education.

This study aims to analyze the effect of the use of kahoot game media on the cognitive learning outcomes of moral beliefs in grade VII C MTS negeri 1 Tuban students. The background of this research is the low enthusiasm and learning outcomes of students in learning moral beliefs which are still dominated by conventional methods while the characteristics of agency students demand a more interactive and adaptive learning approach to technology. This study uses a quantitative approach with a quasi-experimental design of one group pretest design involving 34 students as a sample. This research instrument is in the form of a multiple-choice cognitive learning outcome test of 20 questions covering 4 levels of bloom taxonomy, namely remembering, understanding, applying, and analyzing. The data was analyzed using descriptive statistics and normalistic calculations, the results of the study showed a significant increase in students' cognitive learning outcomes where the average class score increased from 66.03 in the pre-test to 80.29 in the post-test with an engine value of 0.42 which was in the medium category. These findings identify that kahood media has a positive impact on improving students' cognitive learning outcomes.

Islamic boarding schools (pesantren) play a strategic role in shaping the character and noble character of the younger generation amidst the increasingly sophisticated currents of modernization and digital challenges. This study aims to examine the process of character formation of students' noble character through habituation of attitudes at the Muhammadiyah Ibnu Juraimi PPTQ, as well as to understand the strategies, challenges, and roles of various parties in supporting this character development. The research method used is a qualitative approach with a case study type, through participatory observation, in-depth interviews, and documentation. The results of the study indicate that habituation of attitudes is the main strategy, which is realized through teacher role models, enforcement of discipline, routine worship such as qiyamullail, sunnah fasting, recitation of the Qur'an, and social habits such as respect and the use of Islamic greetings. The main challenges in implementing guidance are differences in student backgrounds, the motivation of administrators who still lack awareness in guiding children, and the negative influence of gadgets. Efforts to resolve this are carried out by limiting gadget access, strengthening role models, and involving students' guardians in supporting children's development. The conclusion of this study confirms that the formation of noble character is a long process that requires consistent habituation, contributions between teachers, students, administrators, and guardians of students, as well as overcoming external challenges wisely.

The spiritual crisis among students in the digital age is increasingly evident through a decline in interest in worship, low moral awareness, and an increase in individualistic lifestyles that affect the formation of faith and moral competence. This condition requires the development of Islamic Religious Education (IRE) learning that is not only oriented towards cognitive understanding, but also fosters a deep spiritual awareness among students. This study aims to analyze the role of reflective-based PAI learning as a solution in strengthening students' faith and moral competence amid digital challenges. The method used is library research by examining books, curriculum policies, and relevant national and international journal articles over the last ten years. The results of the study show that the reflective approach, through activities such as muhasabah, personal journals, value dialogues, and tadabbur experiences, is able to increase self-awareness, faith appreciation, and strengthen social morals more effectively than conventional learning, which is one-way and teacher-centered. In addition, the integration of reflective values has been proven to support the achievement of basic PAI competencies as mandated in KMA No. 183/2019, especially in the spiritual and affective domains. These findings imply that PAI learning in the digital age needs to adopt a more participatory, contemplative, and experience-based design in order to foster character building.

This study aims to outline how aqeedah and moral values are applied in the learning process of fourth-grade students at MI Ridogalih, examine the strategies teachers use to internalize these values, and identify factors that support or hinder the process. Using a descriptive qualitative method, the research gathered data from the Aqeedah–Akhlaq teacher, instructional documents, and records of the school’s religious activities. Data collection was conducted through guided interviews and document review, and the analysis followed the Miles and Huberman interactive model. The results show that the incorporation of aqeedah and moral education is implemented through consistent religious habituation, exemplary behavior demonstrated by teachers, and the integration of Islamic principles into classroom instruction. Contributing factors include the strong religious environment of the school and active parental engagement, while obstacles stem from the influence of digital media and the varied backgrounds of students’ families. The study concludes that combining habituation practices, teacher role modeling, and value integration plays a significant role in reinforcing students’ Islamic character development.

Penelitian ini bertujuan menganalisis implementasi pendekatan sosio-kultural agraris dalam pembelajaran Akidah Akhlak di MTs Hidayatus Shibyan serta pengaruhnya terhadap pembentukan pola komunikasi religius dan moderat siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi kelas, wawancara guru Akidah Akhlak, dan dokumentasi perangkat pembelajaran. Hasil penelitian menunjukkan bahwa guru menghubungkan materi akhlak terpuji dengan aktivitas pertanian yang dekat dengan kehidupan siswa, seperti kerja sama, amanah, tanggung jawab, dan disiplin dalam budaya bertani. Pendekatan kontekstual ini membuat siswa lebih mudah memahami konsep akhlak yang abstrak karena terkait dengan pengalaman nyata mereka. Selain itu, siswa menunjukkan peningkatan partisipasi, kemampuan berdiskusi, dan pola komunikasi yang lebih sopan, inklusif, serta menghargai perbedaan. Secara keseluruhan, pendekatan sosio-kultural agraris dinilai efektif dalam menjadikan pembelajaran Akidah Akhlak lebih bermakna, kontekstual, dan berorientasi pada pembentukan karakter Islami.

This study aims to determine the role of class teachers in the implementation of multicultural values ​​in the learning of faith and morals to fifth grade students at MI Integral Hidayatullah Holtekamp and describe the variety of multicultural values ​​that exist in the MI Integral Hidayatullah environment. This type of research is qualitative. The research subjects were the Principal, Class Teachers, and three fifth grade students. The data collection methods used were observation, interviews, and documentation. Data analysis was carried out by means of data collection, data reduction, data presentation, and data verification. Data validation used the triangulation method of data sources. The role of class teachers in the implementation of multicultural values ​​in the learning of faith and morals to students at MI Integral Hidayatullah Holtekamp includes: a. Class teacher motivators become encouragement and role models so that students remain diligent and respect differences. b. Class teacher facilitators act as the main intermediaries in the process of changing student behavior, and c. Class teacher evaluators evaluate attitudes by observing student behavior. The variety of multicultural values ​​at MI Integral Hidaytullah: a. Inclusive: Classroom teachers play a role in creating learning that respects diversity. b. Prioritizing Dialogue: Classroom teachers encourage students to discuss. c. Humanistic: Classroom teachers prioritize a humanitarian attitude in educating students.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.