The Role of Teachers’ Scholarly Competence and Exemplary Conduct in Strengthening the Religious Education of Students at Salman Alfarisi Islamic Boarding School for Boys, Karangpandan, Karanganyar
DOI:
https://doi.org/10.51468/jpi.v8i2.1513Keywords:
Teachers’ scholarly competence, exemplary conduct, religious education, Islamic boarding schoolAbstract
This study aims to analyze the role of teachers’ scholarly competence and exemplary conduct (adab) in strengthening the religious education of students at Salman Alfarisi Islamic Boarding School for Boys, Karangpandan, Karanganyar. This research employed a qualitative research approach to explore in depth how teachers’ knowledge and moral exemplarity influence the development of students’ religious understanding and behavior in the pesantren environment. The research focused on examining the educational practices that integrate intellectual guidance with moral modeling in shaping students’ religious character. The study was conducted using qualitative methods, including observation, in-depth interviews, and documentation. The participants consisted of 30 students selected purposively as research informants, supported by interviews with teachers and pesantren administrators. Data analysis was carried out through data reduction, data display, and conclusion drawing with verification. The validity of the data was ensured through source triangulation and technique triangulation. The results of the study indicate that teachers’ scholarly competence and exemplary conduct play a significant role in strengthening students’ religious education. Based on students’ responses and observations, 86% of students demonstrated improved understanding of Islamic teachings through teachers’ intellectual guidance, while 82% of students showed positive behavioral changes influenced by teachers’ exemplary conduct in daily religious practices. Furthermore, 88% of students acknowledged that teachers’ moral example contributed to strengthening their religious commitment, and 84% reported increased motivation to practice Islamic values consistently in their daily lives. These findings highlight that the integration of teachers’ knowledge and moral exemplarity constitutes a crucial factor in fostering effective religious education within the Islamic boarding school context
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