Teacher Strategies in Improving Students’ Discipline Character Through Islamic Religious Education at Junior High School 3, Sorong City

Abstract

This study examines teachers’ strategies, particularly those implemented through Islamic Religious Education, in improving students’ disciplinary character at Junior High School 3 Sorong Regency, as well as the supporting and inhibiting factors. Using a qualitative descriptive approach with Miles and Huberman’s data analysis techniques, the findings reveal that teachers apply exemplary behavior, routine habituation activities, reward and punishment systems, individual counseling, motivation, character strengthening through Islamic Religious Education, and extracurricular programs. Islamic Religious Education plays an important role in instilling religious values, moral responsibility, obedience, and discipline in students’ daily lives. Collaboration with parents and the community also supports these efforts. Supporting factors include exemplary leadership, school policies, parental involvement, student participation, and the integration of Islamic values in the learning process, while obstacles involve low student motivation, negative social media influence, inconsistent rule enforcement, limited facilities, and insufficient government support. Overall, strengthening students’ disciplinary character through Islamic Religious Education requires adaptive and collaborative strategies, as well as strong commitment from teachers and all school stakeholders.