Strengthening Character Education through Islamic Religious Education in Elementary Schools

Abstract

This study examines the role of Islamic Religious Education (IRE) in strengthening character education within elementary schools by positioning IRE as a pedagogical and value-based foundation for early moral development. Using a qualitative case study approach, data were collected through classroom observations, in-depth interviews with teachers, and analysis of curriculum documents in selected elementary schools. The findings demonstrate that IRE contributes significantly to the formation of students’ core character values, including honesty, discipline, responsibility, empathy, and respect for diversity, when instructional practices move beyond ritualistic learning toward reflective and contextual pedagogy. The integration of Islamic values with student-centered learning strategies such as storytelling, moral dialogue, and experiential activities enhances students’ moral awareness and social behavior both inside and outside the classroom. Moreover, the sociocultural context of the school environment plays a crucial role in reinforcing character education, particularly through teacher modeling, peer interaction, and collaboration with families. This study highlights that effective character education through IRE requires alignment between curriculum design, pedagogical practices, and the broader school culture. The findings contribute to the discourse on religious education in primary schooling by offering empirical evidence that Islamic Religious Education, when pedagogically reoriented, serves not only as a religious subject but also as a transformative framework for holistic character development in elementary education.