The Role of Teachers in Fostering Cultural and Religious Values in Elementary Schools
DOI:
https://doi.org/10.35445/alishlah.v18i3.10018Keywords:
character education, cultural values, elementary education, religious values, teacher modelingAbstract
Fostering cultural and religious values is essential to elementary students’ character development, yet maintaining these values across school, family, social, and digital contexts remains challenging. This study examined teachers’ roles and strategies in fostering cultural and religious values, their manifestations in students’ behavior, and challenges to value internalization. A descriptive qualitative study was conducted at SD Negeri Keumangan, Pidie Regency, Aceh, Indonesia. Ten participants representing the principal, teachers, and students were purposively selected. Data were collected through observation, in-depth interviews, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification. Trustworthiness was strengthened through source and technique triangulation. Four themes emerged: teachers’ multidimensional roles, value-internalization strategies, manifestations of values in students’ behavior, and challenges to behavioral consistency. Teachers acted as role models, mentors, guides, and facilitators, while values were reinforced through classroom learning, the 5S culture, collective prayer, Qur’an recitation, and the “one day one verse” program. Students demonstrated increased politeness, discipline, responsibility, cooperation, and religious participation; however, some behaviors remained dependent on teacher guidance. Gadget and social media influences, family backgrounds, and limited parental involvement challenged behavioral consistency. The findings indicate that structured habituation facilitates value-based behavior but does not automatically ensure internalization. Effective character education requires progression from teacher-regulated practices toward autonomous, cross-contextually consistent behavior supported by school–family collaboration.
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