Teacher Role Modeling Strengthens Character and Discipline in Islamic Boarding School Students

Abstract

This study investigates teacher role modeling as an educational approach for strengthening character and discipline among students in an Islamic boarding school. It addresses the research question of how teacher role modeling is implemented and contributes to addressing students’ behavioral and academic problems in Islamic religious education at Muhammadiyah Boarding School (MBS) Palopo, Indonesia. A qualitative descriptive design was employed involving seven informants, with data collected through observation, open-ended interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that teacher role modeling functions as a core method in student development, with teachers and boarding-school supervisors serving as role models through direct daily practices and indirect examples drawn from exemplary Islamic figures. The approach addresses discipline-related and academic problems, including delayed prayer, late Qur’anic study, difficulties in memorization, lack of learning focus, and failure to complete assignments. However, more serious violations, such as smoking and bringing mobile phones, require supporting strategies involving advice, institutional procedures, sanctions, and parental involvement. The findings suggest that teacher role modeling should be positioned as the foundation of character and discipline formation, while complementary interventions provide an integrated framework for addressing diverse student problems in Islamic boarding-school education.