The Role of Teachers as Role Models in Instilling Islamic Values in Students in the Subject of Islamic Cultural History

Abstract

This study aims to analyze the role of teachers as role models in instilling Islamic values through Islamic Cultural History learning among eighth-grade students at MTs Az-Zuhri Tanjung Morawa. This study employed a qualitative descriptive approach. Data were collected through in-depth interviews, non-participant observation, and documentation involving Islamic Cultural History teachers, eighth-grade students, and the school principal as research informants. Data validity was established through source and technique triangulation, while data were analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings indicate that teachers function as role models through exemplary behavior, religious practices, discipline, politeness, responsibility, and respectful interaction. Islamic values are implemented through three main dimensions: faith, worship, and morality, reinforced through historical narratives, habituation, teacher modeling, and religious school activities. Supporting factors include cooperation among teachers, parents, and the school, as well as a conducive religious environment. Meanwhile, inhibiting factors include external social and digital influences, inconsistent parental support, limited learning facilities, and students’ varying motivation and self-control. The study concludes that teacher role modeling strengthens Islamic Cultural History as a medium for character formation and the internalization of Islamic values in students’ daily lives.