The Role of PAI Teachers in Internalizing Character Values to Realize Students' Religious Moderation at SMPIT Ar-Rahmah, Makassar City

Abstract

This study aims to analyze the role of Islamic Religious Education teachers in internalizing character values to promote students’ religious moderation and to examine the supporting and inhibiting factors influencing the success of this process at SMPIT Ar-Rahmah, Makassar. This research employed a descriptive qualitative approach with a phenomenological perspective. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through the stages of data collection, data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education teachers perform their roles as mu’allim, murabbi, mursyid, uswatun hasanah, motivators, and evaluators through exemplary behavior, habituation of character values in learning activities and school culture, and humanistic religious guidance. The internalization of religious moderation values occurs primarily through lived experiences, resulting in students’ behavior that reflects tolerance, balance, and respect for diversity. Supporting factors include school policies, structured character development programs, and collaboration with parents, while inhibiting factors involve students’ diverse characteristics, external environmental influences, and limited human resources. This study highlights the importance of synergy among schools, teachers, and families in strengthening religious moderation.