METHODS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FOSTERING STUDENTS' MORALS

Abstrak

Noble morals are the main goal in education, and the role of Islamic Religious Education teachers is very vital in instilling these values in students. Moral development is the main focus in shaping the character of students in accordance with Islamic teachings. Teachers not only convey material theoretically, but also apply various methods in it. There are three focuses of discussion: first, how do teachers approach in fostering students? Second, what are the implications of teachers' methods in fostering students' morals? Third, what are the supporting and inhibiting factors? This study uses a qualitative approach with a type of field research, which aims to describe in depth the methods used by Islamic Religious Education teachers in fostering students' morals. The data collection technique is carried out through observation, interviews, and documentation related to the moral development program at the school. The results of the research 1) The method applied by the teacher, namely the question and answer method between the teacher and students about things that are not understood and the teacher's questions to the students to find out the extent of their understanding, 2) the exemplary method so that students can have a reflection of good behavior, 3) the habituation method, where students must be forced to get used to doing positive things according to what is expected. This is supported by systematic learning stages, such as preparing books, reading prayers and juz amma, delivering materials, to discussions and closing. The implications are clear, students become more active, enthusiastic, and enthusiastic in following lessons and show increased participation in class. The success of this method is strengthened by several factors, namely the active involvement of students, the creativity of teachers in delivering material, and the availability of adequate infrastructure. However, there are also obstacles such as the lack of enthusiasm of some students, disturbances of class order, and time constraints that make the learning process sometimes have to be continued at the next meeting.