Teachers’ Strategies for Fostering Student Discipline Character in Islamic Primary Education During Emergency Remote Learning: A Qualitative Study

Abstract

Purpose: This study aims to explore teachers’ strategies in fostering students’ discipline character within Islamic primary education during emergency remote learning. The abrupt transition from face-to-face instruction to distance learning created significant challenges for character education, particularly in maintaining student discipline, which traditionally relies on direct supervision and daily routines. This research seeks to understand how teachers adapted their pedagogical practices to sustain discipline character formation under constrained learning conditions.

Methods: A qualitative research design was employed using a descriptive approach. Data were collected through in-depth interviews, classroom-related documentation, and observations adapted to the remote learning context. Participants consisted of Islamic primary school teachers who were actively involved in distance learning implementation during the emergency period. Data analysis followed an interactive model involving data reduction, data display, and conclusion drawing to ensure credibility and analytical rigor.

Findings: The findings reveal that teachers implemented a combination of instructional, behavioral, and communicative strategies to foster discipline character. These strategies included structured online routines, integration of discipline values into learning materials, continuous monitoring through digital communication platforms, and collaboration with parents as co-educators at home. Despite technological and environmental limitations, teachers demonstrated adaptive practices that helped sustain students’ discipline, although inconsistencies in student participation and parental support remained significant challenges.

Significance: This study contributes to contemporary educational discourse by highlighting the role of adaptive teacher strategies in character education during crisis-driven remote learning. The findings provide practical insights for educators and policymakers on sustaining discipline character in emergency contexts, particularly within value-based educational settings. The study also extends discussions on character education by situating it within the realities of emergency remote learning, offering implications for future resilient and inclusive educational practices.