The Role of Islamic Education Teachers in Fostering Student Independence among Elementary School Students at SDN 158 Mundan, Masalle District, Enrekang Regency

Abstract

This thesis examines the role of Islamic Religious Education (IRE) teachers in fostering students’ independence at SDN 158 Mundan, Masalle District, Enrekang Regency. The study specifically addresses three main issues: (1) the role of IRE teachers in instilling students’ independence, (2) the implementation of IRE learning methods directed toward developing independent attitudes and behaviors, and (3) the forms of independence demonstrated by students as a result of the IRE learning process. The purpose of this study is to describe the role of IRE teachers, explain the application of learning methods that promote independence, and identify the manifestations of students’ independence in daily school life. This research employs a qualitative approach with a case study design and was conducted over a period of three months at SDN 158 Mundan. The primary data sources included the school principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and other relevant sources. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that Islamic Religious Education teachers play a priority role in fostering students’ independence through moral exemplification and the internalization of practical Islamic values in everyday life. Teachers do not merely deliver religious material, but also serve as role models in discipline, responsibility, honesty, and time management. Furthermore, the use of varied and applicative learning methods—such as lectures, discussions, worship practice demonstrations, simulations, and independent worship assignments—has proven effective in promoting students’ independence. This independence is reflected in students’ ability to perform worship independently, complete tasks without frequent reminders, manage time more effectively, and demonstrate social initiative, such as leading prayers, helping peers, and confidently making decisions related to religious activities.