Social Interaction As A Foundation For Islamic Values Formation: Exploring Teacher-Student Relationships In Elementary Education

Abstract

This study aims to analyze the role of teacher–student social interaction in shaping Islamic educational values at the elementary school level. The study employed a qualitative approach with a case study design conducted at SDN 165 Gresik, Indonesia. The participants consisted of two Islamic Religious Education teachers, one homeroom teacher, and ten fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data analysis followed the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that social interactions between teachers and students are intensive, continuous, and strongly embedded with Islamic values. These interactions are manifested through dialogic and humanistic communication, teacher role modeling (uswah hasanah), religious habituation practices, and positive reinforcement of students’ behavior. Teacher role modeling emerged as the most influential factor in the internalization of Islamic values, as students tend to imitate behaviors demonstrated by individuals whom they perceive as morally credible and emotionally significant. Furthermore, an Islamic school culture and harmonious teacher–student relationships were identified as key supporting factors in fostering students’ religious character development. The study concludes that social interaction serves as a fundamental mechanism for the internalization of Islamic educational values, enabling students not only to understand Islamic teachings cognitively but also to internalize and practice them in their daily lives.