The Role of Islamic Education Teachers in Strengthening Islamic Education in Muslim Communities

Makhdalena Makhdalena; Zulfamanna Zulfamanna; Rizal Safarudin

doi:10.58485/jie.v5i2.836

Authors

Makhdalena Makhdalena Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia
Zulfamanna Zulfamanna Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia
Rizal Safarudin Sekolah Tinggi Agama Islam Ar-Risalah Sumatera Barat, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.836

Keywords:

Islamic education, muslim society, moral guidance, globalization, teacher role

Abstract

This study aims to describe and analyze the role of Islamic Religious Education teachers in fostering Islamic education within the Minangkabau Muslim community. Islamic Religious Education teachers serve not only as educators in the formal school setting but also as religious leaders and moral mentors within the community. This study employs a qualitative approach using descriptive methods, through observation, interviews, and documentation. The results show that Islamic Religious Education teachers play a strategic role in instilling Islamic values in students and the community. This role is evident in teaching activities, moral guidance, involvement in community religious activities, and serving as role models in social life. Supporting factors that strengthen the role of Islamic Religious Education teachers include: high teacher dedication, support from parents and community leaders, a religious social environment, the availability of facilities for worship and religious education, and the existence of programs from the government and religious institutions such as the Ministry of Religious Affairs, the Indonesian Ulema Council (MUI), Muhammadiyah, and Nahdlatul Ulama. Meanwhile, the obstacles faced include limited facilities, a lack of participation by some members of the community, and the challenges of globalization that affect religious values. This study concludes that Islamic Religious Education teachers play a central role in developing a holistic Islamic education system within the Minangkabau community. Therefore, synergy among teachers, the community, and religious institutions must continue to be strengthened to reinforce Islamic education amid the dynamics of modern society.

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