The Role of Islamic Religious Education Teachers in Fostering Students’ Habituation of Congregational Prayer at SMPN 2 Matangkuli, North Aceh

Abstract

This study aims to analyze the role of Islamic Religious Education (IRE) teachers in fostering the habituation of congregational prayer among students at SMP Negeri 2 Matang Kuli, North Aceh Regency. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, in-depth interviews, and documentation involving the school principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and students as research informants. Data analysis followed the Miles, Huberman, and Saldaña model, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that Islamic Religious Education teachers play five main roles in fostering the habituation of congregational prayer: as motivators and mentors, role models, supervisors, providers of educational consequences, and evaluators. The guidance process is implemented through religious instruction, motivation, direct assistance, behavioral supervision, and evaluation of students’ worship practices. The habituation of congregational prayer contributes positively to improving students’ discipline, religious awareness, sense of responsibility, and social solidarity. Furthermore, the habits developed at school encourage some students to practice congregational prayer within their families. This study emphasizes that teachers’ exemplary conduct and consistent guidance are essential elements in establishing a religious school culture and fostering Islamic character among students.