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This study aims to examine the role of Madrasah Ibtidaiyah teachers in shaping students’ Islamic character through a character education approach. The research employs a qualitative method with a library research design by reviewing various literature sources, including books, journal articles, and relevant previous studies. The findings indicate that Madrasah Ibtidaiyah teachers play a strategic role as educators, mentors, role models, facilitators, and guides in instilling Islamic character values in students from an early age. These values include honesty, discipline, responsibility, patience, empathy, humility, gratitude, mutual respect, cooperation, and obedience to Islamic teachings. The formation of Islamic character is carried out through classroom learning activities, daily habituation, exemplary behavior demonstrated by teachers, and various religious programs integrated into school life, such as congregational prayers, Qur’an recitation, and Islamic celebrations. In addition, teachers collaborate with parents and the school environment to create a consistent and supportive atmosphere for character development. The study concludes that the success of Islamic character education at the Madrasah Ibtidaiyah level is strongly influenced by the consistency, commitment, and quality of teachers’ roles in carrying out their educational responsibilities and serving as positive examples for students in everyday life.

This study examines the contribution of Aqidah, Sharia, and Morals to the formation of Muslim character. Aqidah serves as the foundation of faith, Sharia serves as a guideline for regulating daily behavior, while Morals are the manifestation of ethical behavior reflected in social life. These three components are interrelated and together form a balanced Muslim personality. The approach and method used in this study were qualitative, using a literature review method obtained through theories of Islamic education, character formation, and moral development from various books and scientific journals. The collected data were then subjected to further analysis. The results of the study indicate that the integration of Aqidah, Sharia, and Morals plays a role in shaping individuals with strong spiritual awareness, commendable behavior, and social responsibility. Individuals who possess strong Aqidah, consistently adhere to Sharia, and practice good Morals tend to demonstrate honesty, discipline, and empathy in social life. Furthermore, character education based on Islamic values ​​can also strengthen moral awareness and create harmonious social relationships. The implications of this research suggest that both formal and non-formal educational institutions need to integrate faith values, religious practices, and morals into character education programs. This integration is expected to produce a generation with integrity, religious character, and the ability to adapt to the challenges of the modern era.

This article discusses ethical values in the philosophy of Islamic education as a response to contemporary challenges, such as moral crisis, declining character, and identity confusion. This study uses a literature review method with a philosophical and normative approach, based on Islamic teachings and the thoughts of educational figures. The results show that the philosophy of Islamic education contains important values such as monotheism, justice, responsibility, honesty, and good morals. These values are interconnected and play a significant role in shaping human personality. In addition to serving as a theoretical foundation, these values also function as guidelines in educational practice aimed at forming a complete human being (insan kamil). In the modern era, which is influenced by globalization and technological development, the application of Islamic ethical values is highly important to maintain a balance between intellectual intelligence and spiritual maturity. Therefore, the philosophy of Islamic education remains relevant as a solution for creating an education system that is not only intellectually advanced but also character-based and morally grounded. This study emphasizes that Islamic education needs to be directed toward the formation of moral awareness, the strengthening of spirituality, and the development of students’ social responsibility in daily life.  

The digital era presents various opportunities as well as challenges in the world of education, particularly in the formation of student character. The development of technology, social media, and the unlimited flow of information influence the way students think, act, and behave. This condition demands the role and responsibilities of Christian Religious Education (PAK) Teachers that are increasingly complex and strategic. This study aims to describe the responsibilities of PAK Teachers in the formation of student character in the digital era. The research method used is a qualitative method with a literature study approach. Data were collected through a review of scientific journals, academic books, and theoretical sources relevant to the research topic. The results of the study indicate that PAK Teachers are not only responsible for conveying Christian faith material, but also guiding students in internalizing and practicing Christian values such as love, honesty, responsibility, self-control, and empathy, both in real life and digitally. PAK Teachers act as educators, role models, guides, and spiritual counselors who integrate character education into the learning process. In addition, PAK Teachers are required to have adequate pedagogical, professional, personality, and social competencies, as well as the ability to utilize technology wisely. Collaboration with parents and schools is a crucial aspect in sustainably shaping students' character. Thus, Christian Religious Education teachers act as agents of transformation in shaping a generation with Christian character ready to face the challenges of the digital era.

The moral crisis continues to be a concern for Indonesian society today. Therefore, reading literacy in elementary schools is an appropriate strategy that is not only oriented towards the ability to understand texts but also plays an important role in the formation of students' morals and character. The selection of literacy reading materials needs to be adjusted to the stage of moral development of students so that the values contained in the reading can be understood and internalized optimally. This article aims to examine the criteria for literacy reading materials based on the moral development of elementary school students based on Banten Province folklore. The method used is a literature study by analyzing the theory of children's moral development, criteria for selecting literacy reading materials, and moral values contained in Banten folklore. The results of the study indicate that Banten Province folklore has great potential as literacy reading materials that are appropriate to the moral development of  elementary school students because they contain values of honesty, responsibility, hard work, courage, leadership, empathy, social concern, and religiosity. Thus, Banten folklore is relevant to be used as literacy reading materials that support character learning in elementary schools.

This study discusses the role of prayer in shaping character and daily ethics as one of the main pillars of Islamic teachings. Prayer is not merely a ritual act of worship but also serves as a means of spiritual and moral education and shapes the overall personality of Muslims. This study uses a literature review method by examining various sources such as books, journals, and scientific articles relevant to Google Scholar from 2020 to 2025, sourced from 20 Indonesian-language journals and 5 English-language journals. Based on this background, prayer plays an important role in instilling values of discipline, responsibility, sincerity, patience, and self-reflection, which contribute to the formation of an individual's character and integrity. In addition, prayer also serves as the foundation of social ethics by fostering honesty, justice, empathy, politeness, and solidarity in social interactions. There is also congregational prayer, which, when performed, can strengthen the values of togetherness, brotherhood, and social concern, which are the foundations of a harmonious social life. Research shows that consistent and solemn prayer practices can control desires, prevent immoral and evil deeds, and provide mental and spiritual balance for the practitioner. Thus, prayer is an important instrument in the moral and spiritual development of Muslims and is relevant in facing modern challenges such as stress and social ethical degradation.

Early Childhood Education (ECE) is an important stage in shaping a child's personality and character. At this point, the story serves as the primary tool for conveying principles, ethics, and the meaning of life. However, the process of interpreting stories often overlooks cognitive aspects and lacks focus on children's character development. The purpose of this article is to study how hermeneutic principles are used in early childhood education, with a particular emphasis on how stories function as a tool for shaping children's character. The hermeneutic method allows educators to interpret stories contextually, dialogically, and reflectively. This allows children to understand and internalize the principles contained in the story. This research utilizes a qualitative-descriptive literature study on hermeneutic literature, character education, and early childhood pedagogy. The results indicate that hermeneutics, employing principles such as the hermeneutic circle, dialog of meaning, and contextualization of stories, significantly enhances honesty, empathy, responsibility, and religious attitudes in early childhood. Thus, hermeneutics is not only relevant in adult text research, but also effective as a pedagogical method in teaching early childhood.