The Principal’s Strategies in Instilling Islamic Values for the Moral Development of Students at MTs Nurussalam Tetebatu

Abstract

This study aims to examine the strategies employed by the principal of MTs Nurussalam Tetebatu in implementing Islamic values to foster students’ moral character, as well as the supporting and inhibiting factors involved. This research used a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and verification. The validity of the data was ensured through prolonged observation, increased persistence, and triangulation. The findings reveal that the principal implements several strategies to develop students’ moral character. First, the principal serves as a role model by demonstrating honesty, discipline, and responsibility. Second, Islamic values are reinforced through the habituation of religious activities, Islamic instruction in intracurricular and diniyah programs, and various co-curricular and extracurricular activities. Third, continuous supervision and correction inside and outside the classroom are conducted to prevent behavioral misconduct and moral deviation. Fourth, disciplinary measures such as fines, Qur’an recitation or memorization, cleaning duties, parental summons, and expulsion for severe violations are applied to promote responsibility and character development rather than merely punish students.Supporting factors include the consistent implementation of religious programs and teachers’ exemplary behavior. Inhibiting factors consist of students’ internal conditions, family environment, peer influence, and the negative impact of gadgets, particularly social media and online games. The research gap is limited studies on integrating Islamic values through diniyah habituation and educative sanctions in rural madrasahs. This study proposes an “Akhlakul Karimah Leadership” model, contributing to Islamic educational leadership theory at the MTs level.