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This study aims to implement Islamic character education for elementary school students through the tarbiyah islamiyah approach as a solution to the moral degradation crisis in the contemporary era. The background of this research is driven by the increasing prevalence of deviant behavior, bullying, declining manners, and the weakening of role models in the educational environment. These conditions highlight the importance of instilling Islamic character education from an early age, particularly at the elementary level, which serves as the golden period for shaping children’s personalities. This research employs a qualitative approach using field study methods. Data were collected through observation, interviews, and documentation at SDQ Darul Fattah Bandar Lampung, which implements tarbiyah islamiyah values. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The validity of the data was verified through source and technique triangulation to ensure research credibility. The findings reveal that tarbiyah islamiyah is implemented integratively through three main pillars: classroom learning, habituation activities, and school culture. The key to the model’s success lies in the synergy among teachers, schools, and parents. The tarbiyah islamiyah approach has proven effective in integrating the cognitive, affective, and psychomotor domains of students, fostering a generation that is intellectually competent and morally upright. Thus, this study contributes theoretically to Islamic education and offers practical solutions for character development in the era of globalization.
This study aims to implement Islamic character education for elementary school students through the tarbiyah islamiyah approach as a solution to the moral degradation crisis in the contemporary era. The background of this research is driven by the increasing prevalence of deviant behavior, bullying, declining manners, and the weakening of role models in the educational environment. These conditions highlight the importance of instilling Islamic character education from an early age, particularly at the elementary level, which serves as the golden period for shaping children’s personalities. This research employs a qualitative approach using field study methods. Data were collected through observation, interviews, and documentation at SDQ Darul Fattah Bandar Lampung, which implements tarbiyah islamiyah values. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The validity of the data was verified through source and technique triangulation to ensure research credibility. The findings reveal that tarbiyah islamiyah is implemented integratively through three main pillars: classroom learning, habituation activities, and school culture. The key to the model’s success lies in the synergy among teachers, schools, and parents. The tarbiyah islamiyah approach has proven effective in integrating the cognitive, affective, and psychomotor domains of students, fostering a generation that is intellectually competent and morally upright. Thus, this study contributes theoretically to Islamic education and offers practical solutions for character development in the era of globalization.
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