A TEACHER MENTORING STRATEGY FOR INTEGRATING MORAL VALUES INTO THEMATIC LEARNING IN GRADE IVA AT SDIT RASYID SEDAYU NATAR

Abstract

This community service program aimed to improve teachers' competence in integrating moral values into thematic learning through a Participatory Action Research (PAR) approach at Grade IVA of SDIT Rasyid Sedayu Natar. The program was initiated in response to teachers' difficulties in integrating Islamic moral values into thematic learning, particularly in developing teaching modules and implementing contextual learning strategies that support character education. The activities were conducted through four PAR stages: planning, action, observation, and reflection. The planning stage involved identifying teachers' needs through observation and discussion. The action stage consisted of workshops and mentoring on developing teaching modules, student worksheets, and assessment instruments integrated with moral values. Observation was carried out during classroom implementation, while reflection was conducted collaboratively to evaluate and improve teaching practices. The results indicated that teachers demonstrated improved pedagogical competence in designing and implementing thematic learning integrated with moral values. Teachers were also able to apply more active, contextual, and student-centered learning strategies. Furthermore, the program contributed to strengthening students' positive character, including discipline, responsibility, cooperation, and polite behavior, while fostering a more religious and humanistic learning culture within the school. Therefore, the PAR-based mentoring model can serve as a best practice for strengthening character education through thematic learning in other integrated Islamic elementary schools.