Implementation of Islamic Character Building Management Between Educators and Student in Improving Spiritual Competence at Namira Tahfizul Qur’an Elementary School

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

A bad moral that continues and seems increasingly out of control and undirected. Impairment of personal qualities that are not good by the successor of this nation occurs in all aspects, ranging from speaking, how to dress and also behavior. For that character education is very important to be instilled especially in schools by using the management of character education itself well. This study aims to determine the implementation of character education management in SDIT Tahfizh Qur'an Al-Jabar Telukjambe Barat Karawang in an effort to realize the morals of students. use the description method with a qualitative approach. Data collection is done by documentation, observation, interviews related to the object being examined. Then analyzed using qualitative descriptive analysis. The results of this study are that (1) Planning for character education at SDIT Tahfizh Qur'an is carried out through a meeting at the beginning of the year by involving many parties both teachers, staff, other employees and parents (2) implementing character education at SDIT Tahfizh Qur'an Al-Jabar through integration of character values into subject matter, teacher training by inviting experts, curriculum additions or improvements, teacher habituation and exemplary (3) evaluation (assessment) of character education management in SDIT Tahfizh Qur'an Al-Jabar ie the principal evaluates one week two times to each class and students are given an evaluation book when doing activities at home.

In elementary school, the implementation of education for children is very weak, so it cannot guarantee character education learning. This study aimed to determine the impact of character education on student behavior at Gandasoli State Elementary School. This research uses a qualitative method, which is descriptive research. Data collection techniques were conducted by interview, observation, and documentation. Character education in elementary schools can be implemented through the learning process, school regulations, and extracurricular activities. The implementation applied at Gandasoli State Elementary School has six characteristics, namely: Implementation of tolerance character education, implementation of honest character education, implementation of hard work character education, implementation of creative character education, and implementation of discipline character education. The results of the research conducted on the behaviour of students at Gandasoli State Elementary School in the implementation of character education is follows. This can be seen from the results of observations that the behaviour of students who are taught religious values, honesty, tolerance, and discipline values are higher when students are at school.

In principle, the purpose of this paper is to determine the background of the application of character education and the concept of character education. By using a descriptive method of conceptual analysis of the notion of character education and the implementation of the character education model in Madrsah Ibtidaiyah. So far, the world of education in Indonesia is considered to have been less successful in bringing the nation's generation to be individuals with character and dignity. This is among the main reasons for the implementation of character education for all levels of education, from primary to tertiary education. Character education is a learning process by familiarizing children to think and behave and helping individuals to live and work together as families, communities and nations, as well as helping others to make responsible decisions. Conceptually, the character education models include: monolithic models, integrated models in all fields of study, models outside of teaching and combined models. Meanwhile, the implementation of character education can be done through self-development programs, integrated in subjects and extracurricular activities or school culture.

Character education plays an important role in forming students who are not only academically intelligent, but also have strong morals and positive behavior. Character education is a process of developing moral values, ethics and virtues to create individuals who are virtuous, responsible and able to respect human values. The main factor in character formation is oneself, but family and environment also have a crucial role. At SMK Negeri 2 Panyabungan, character education is implemented through the integration of character values in learning and extracurricular activities, supported by collaborative learning methods that teach cooperation, responsibility and empathy. The implementation of character education has been proven to increase student learning motivation, discipline and interest in learning. Values such as honesty, hard work and discipline are involved in learning activities and are internalized by students through direct experience and example from teachers. Strengthening this character also reduces the level of delinquency and conflict at school, creates a conducive learning environment and supports students’ personal development. Consistent character education has a positive impact, both on academic aspects and on the formation of attitudes and behavior needed in the world of work and social life. In this research, it is found that education has an important role in forming character and increasing students’ interest in learning. This research aims to analyze the application of character education in improving the moral values, ethics and learning motivation of students at SMK Negeri 2 Panyabungan. Character education is integrated through innovative approaches such as project-based learning, involving schools and families in forming children’s character. The research results show that character education significantly supports students’ personality development, increases interest in learning, and helps them face life’s challenges positively.

Character education at the elementary school level plays a crucial role in shaping a generation with strong moral values, which serve as the foundation for both individual and societal development. This article reviews various strategies implemented to integrate character education in Indonesian elementary schools, as well as the challenges faced during its implementation. The approach used in this research is a literature review, where the authors analyze and evaluate various academic sources, journals, and related articles discussing the implementation of character education at the elementary school level in Indonesia. One of the main strategies identified is the integration of character values into the national curriculum, such as the 2013 Curriculum and the Merdeka Curriculum. Values such as mutual cooperation, integrity, independence, and responsibility are taught through a project-based approach that allows students to practice these values in real-life situations. Furthermore, habituation and role models provided by teachers are key strategies in educating students, with various routine activities such as flag ceremonies and group prayers helping students develop discipline and cooperation. Strengthening school culture, including norms, customs, and traditions that support character education, is also a crucial pillar in creating an environment conducive to student character development. Although these strategies have shown positive results, challenges such as disparities in educational resources, a lack of teacher training, and the influence of social media remain obstacles to the equitable implementation of character education across Indonesia. This article emphasizes the importance of collaboration between the government, schools, and the community to overcome these challenges and realize effective character education at the elementary school level.

Education is a very principle thing in life and an invaluable asset for individuals and society. Education is important for a nation, where education reflects the personality and culture of the nation itself. Without education, the nation will not be able to progress, because the progress and decline of a nation depends on education. Education is what will change the fate and behavior of humans both personally and as a society for the better, in other words education holds an important position for humans. Without education, humans will experience instability in their lives. So the implementation of religious character education in PAI learning at SDN 7 Muaro Bodi, IV Nagari District is very necessary so that educational goals can be achieved. The objectives to be achieved in this research are to determine the form of planning for religious character education in PAI learning at SDN 7 Muaro Bodi, IV Nagari District, the implementation of religious character education in PAI learning at SDN 7 Muaro Bodi, IV Nagari District, and the obstacles faced in character education. religion in PAI learning at SDN 7 Muaro Bodi, IV Nagari District. The method in this research is qualitative, while the data collection technique uses three stages, namely: observation, interviews and documentation. The results show that the form of character education planning in PAI learning at SDN 7 Muaro Bodi begins with a systematic learning plan, this is shown by the Learning Implementation Plan (RPP) which is oriented towards character formation, which is stated in KI 1 which aims to appreciate and practice the teachings. religion adhered to by students, this shows that there is a character education process so that students become religious, character education in PAI subjects at SDN 7 Muaro Bodi, as follows: 1) the implementation of character education from teachers to students is not optimal, , 2) insufficient the synergy of implementing character education in schools with families, 3) the influence of student interactions outside the madrasah which do not yet support character education.Keyword : Implementation, Character Education, Islamic Religious Education

This research is the kind of research the field with the approach descriptive qualitative with the title the implementation of character education early childhood in RA Sabilul Huda Laban Menganti Gresik. This research aim store view the process of implementation of character education on early childhood in RA Sabilul Huda Laban Menganti Gresik and to know the supporting factors and the inhibitors. The technique of data collection is by observation, in-depth interviews, and documentation. Analysis of data is with three stages, the reduction of data, presentation of data, and with draw all conclusions/verification. These research finding scan be concluded that the implementation of character education early childhood in RA Sabilul Huda Laban Menganti Gresik is through three rounds of including planning, implementation, and evaluation. The planning in the process of the implementation of characters education is begun by inserting the character values in to the school curriculum, annual program, a semester program, Program of Learning Plan Weekly/Rencana Program Pembelajaran Mingguan (RPPM), and Program ofLearning Plan daily Rencana Program Pembelajaran Harian (RPPH). The process of implementation of character education is integrated in to learning activities, exemplary, and habit. While the scoring in the process of applying character education integrated in to the assessment of learning and spontaneous assessment conducted by an educator. In the process of the implementation of character education in RA Sabilul Huda some factors support and inhibit. The factors that support the implementation of the character education are the charge of character education in the school curriculum, the motivations of school for the quality of output, the infrastructure that supports for the implementation of character education is enough. While the factors that inhibit the implementation of the character education are different characteristic students, the different environments of students, the funding of character education still charged fully to the school, the students readily not focus, and the monitoring of the center of curriculum is not enough.

This study aims to determine the implementation of character education, the efforts of teachers to implement character education to improve student learning outcomes, and the supporting and inhibiting factors for the implementation of character education in MIN 19 Bireuen students. The study uses a qualitative approach with a phenomenological design. Data collection techniques used were observation, interviews, and documentation. The subjects of this research were the principal, teachers, and students of MIN 19 Bireuen. The results showed that character education was implemented through the integration of character values into the curriculum, learning activities, and school culture. Teachers strive to implement character education by providing exemplary role models, creating a conducive learning environment, and involving students in character-building activities. Supporting factors include commitment from the school leadership, teacher professionalism, and parental involvement. While the inhibiting factors are the limited time allocation for character education, the lack of teaching resources, and the diverse student backgrounds. This research is expected to contribute to developing character education in schools and improving student learning outcomes.

Character Education which includes self-development is a conscious effort to improve the quality of an individual towards the potentials they have through new experiences and knowledge gained by the individual during their life. The purpose of this study was to determine the effect of character education on self-development in students at SMPN 1 Sumbawa Besar. This study uses a quantitative descriptive approach. The toughest challenge in the world of education in Indonesia is improving the quality of learning to produce graduates who are competitive and able to adapt to change and are creative in solving problems faced. The character education process needs to be fostered early on and must be maximized since elementary school. The purpose of character education in schools is to develop the potential of the heart and conscience of students so that they have a soul and social sensitivity towards themselves, their families and their environment. The function of character education is to develop the basic abilities of students so that they think intelligently, behave with noble character, morals, and do something good, which is beneficial for themselves, their families and society. So that the role of education in the formation of students' character has a very urgent and important position in order to improve students' abilities both in terms of cognitive, affective, and psychomotor abilities, and is able to provide the latest nuances and innovations in each educational unit in interactions between students, with teachers, families and with the surrounding environment.

Globalization has a significant impact on various aspects of life, including character education in Indonesia. Character education is a fundamental foundation in forming a generation with integrity, morals, and strong national values. This study aims to analyze strategic management in fostering religious character education in MAN 1 Central Lombok and SMAN 1 Praya. This study uses a qualitative approach with data collection methods through interviews, observations, and documentation. The research was carried out for six months involving the principal, deputy principal for curriculum, student affairs, and public relations, as well as teachers, students, and parents. Data analysis uses the Miles and Huberman interactive model which consists of data reduction, data presentation, and conclusion retrieval and submission. The results of the study show that the planning of religious character education is carried out at the beginning of the new school year through coordination between the principal, curriculum, student affairs, and teachers in formulating policies outlined in school rules, rules, as well as syllabus and lesson plans. The implementation of religious character education is carried out through various activities, such as flag ceremonies, discipline, cleanliness of the school environment, the implementation of congregational prayers, the integration of character values in subjects, and the example of teachers. The main supporting factors in fostering religious character education include the active role of teachers in providing examples, guidance, and advice, as well as support from parents and the community. With the implementation of the right strategies, religious character education can be effectively integrated into the formal education system.

The purpose of this study is to describe the implementation of character education in the learning process for elementary school students. This type of research is a qualitative field study conducted at SDK Pautola. Data collection techniques used were observation, interviews, and documentation. The instruments used in this study were structured observation sheets to record student and teacher behavior during the learning process, as well as semi-structured interview guides used to obtain in-depth information from teachers and students regarding the implementation of character education. The data obtained were analyzed using the Miles & Huberman analysis technique, which includes four stages: data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that character education can be implemented effectively through three main ways. First, the integration of character values ​​into the curriculum, namely by incorporating values ​​such as honesty, responsibility, discipline, and cooperation into learning objectives, materials, and assessments in each subject. Second, activity-based learning, where students are actively involved in activities such as group discussions, projects, hands-on practice, and social activities that foster positive attitudes and behaviors, not just academic skills. Third, the development of a supportive school environment, namely creating a conducive school culture through teacher role models, consistent rules, and an atmosphere of safety and mutual respect. This research confirms that teachers and schools have a crucial role as the primary implementers of character education, because the successful formation of student character requires a shared commitment and continuous implementation in all school activities.

Character education is integrated by the 2013 curriculum, so teachers are required to apply character education in the learning process in the classroom. The current implementation of online learning that is carried out at home is a difficulty for teachers to be able to instill character education directly into students. The purpose of this study was to be able to see what steps the teacher took in implementing character education in online learning in elementary schools. This research was conducted using a qualitative approach. Data collection techniques used are observation, interviews, and documentation. While the research data analysis techniques are data reduction, data display and conclusion drawing and verification. The results of the study indicate that the implementation of character education in the implementation of online learning can be done by teachers using the Zoom application for elementary school students and in online learning that is carried out using various methods and learning media, it is hoped that there will be an inculcation of character values of honesty, responsibility, discipline, mutual cooperation, collaboration, never give up, independent, and creative. So the implementation of character education in online learning in elementary schools can be carried out properly. This research can be used as a reference on character education in online learning in elementary schools, because previous research has focused on the high school level.

The purpose of this study is to illustrate how civics (PPKn) instruction at Ragi Elementary School in Palibelo District, Bima Regency, is used to teach values and character education. This study used a descriptive approach and a qualitative research methodology. Techniques for documentation, interviews, and observation were used in the data collection process. In order to evaluate the cultural conditions of the school and obtain data regarding the application of values and character education through Civics (PPKn) learning, the researcher made observations. A number of informants who were thought to have information relevant to the research objective were interviewed by the researcher. The research topic was pertinent to the documentation that was used. Data collection, data reduction, data presentation, conclusions, and verification were all part of the data processing and analysis. The results and conclusions of the study show that the 18 character values have not been properly included into values and character education at Ragi Elementary School in Palibelo District, Bima Regency. The following conclusions can be made in light of the study's findings about the application of character education in Civics (PPKn) instruction in the fifth grade at RAGI Palibelo Elementary School in Bima. In class V of Ragi Elementary School, Palibelo District, Bima Regency, value and character education are implemented through the integration of character values in three stages: planning, implementation (initial, core, and final activities), and evaluation.

The development of Generation Z living in the digital era presents new challenges in shaping students' ethical and moral behavior. The Independent Curriculum was designed in response to the needs of 21st-century education by placing character education as the main foundation through strengthening the Pancasila Student Profile. This study aims to analyze the role of character education in the Independent Curriculum on the ethical and moral behavior of Generation Z students. The research method used is a qualitative approach with a literature study of scientific journals, educational policy documents, and relevant previous research results. The results of the study indicate that character education in the Independent Curriculum plays a significant role in shaping students' ethical and moral behavior through the integration of character values ​​in learning, project-based learning, and teacher role models. However, the implementation of character education still faces challenges in the form of educator readiness and the influence of the digital environment. This study concludes that character education in the Independent Curriculum contributes positively to the ethical and moral formation of Generation Z students if implemented consistently and collaboratively.