Moch Faiz Ansori. 2026. The Role of Teachers in Shaping the Religious Character of Students at Madrasah Diniyah Takmiliyah Wustho Al Mujahidin Ponorogo. Islamic Religious Education Study Program. Faculty of Islamic Religion. University of Muhammadiyah Ponorogo. Supervisor (I) Dr. Katni, M.Pd.I. Supervisor (II) Dr. Bambang Wahrudin, M.Pd.
Moral degradation and a crisis of religious character among Indonesia's young generation are fundamental problems in the midst of the rapid flow of digitalization. Madrasah Diniyah Takmiliyah Wustho Al Mujahidin Ponorogo is present as a non-formal educational institution that plays a strategic role in strengthening spirituality and shaping the morals of students. This study aims to describe and analyze (1) the role of teachers as educators, teachers, supervisors, and role models (2) the implementation of teachers' strategies in instilling religious values, and (3) supporting and inhibiting factors in the process of forming students' religious character.
This research uses a phenomenological qualitative approach with primary data sources from madrasah heads, teachers, and students, as well as secondary data in the form of institutional documents. Data collection was carried out through participant observation, in-depth interviews, and documentation. The data analysis uses the interactive model Miles, Huberman, and Saldana which includes data collection, data condensation, data presentation, and Conclusion drawn. The validity of the data is verified through source triangulation and method triangulation.
The results of the study show three main findings. First, teachers carry out simultaneous multidimensional roles, including the internalization of monotheism, the transmission of knowledge of classical books in a contextual dialogical, personal affective assistance, and exemplary (uswah hasanah) that trigger a mimetic effect on students. Second, teachers' strategies are implemented through dialogical learning based on exemplary stories and positive theological reinforcement, as well as structured habituation in the form of congregational prayers, tadarus Al-Qur'an, halaqah tahfidz, cults, collective dhikr, and mushafahah. Third, supporting factors include the synergy of communication between madrasas and parents, the availability of mosque infrastructure, and the religious culture of the Ponorogo community, while the main inhibiting factors are the dominance of the influence of gadgets and social media, limited curricular duration, and the heterogeneity of student backgrounds.
Keywords: Role of Teachers, Religious Character, Madrasah Diniyah Takmiliyah Wustho