The Role of Islamic Religious Education Teachers in Fostering Students’ Noble Character in a Religiously Diverse Setting: A Case Study at SMA Muhammadiyah Ende

This study explored how an Islamic Religious Education teacher fostered noble character at SMA Muhammadiyah Ende, an Islamic-affiliated senior high school serving Muslim and Catholic students in East Nusa Tenggara, Indonesia. A qualitative single-case study drew on semi-structured interviews with six purposively selected participants—one teacher, one principal, two Muslim students, and two Catholic students—together with school observations and document analysis conducted between March and May 2025. Data were examined through iterative condensation, thematic display, and interpretation, supported by source and method triangulation. Five interrelated teacher roles were identified: Mudarris (systematic instructor), Muallim (guide to knowledge application), Muaddib (moral exemplar), Murabbi (relational nurturer), and Mursyid (spiritual guide). Muslim students described contextual learning, practical moral guidance, and faith-based motivation. Catholic students, who did not attend formal Islamic Religious Education lessons, described learning from the teacher’s fairness, empathy, and non-discriminatory interactions; one associated this example with greater commitment to their own faith. The findings suggest an integrated, context-sensitive model of character formation rather than a demonstrated causal effect. Teacher preparation in religiously diverse schools should therefore strengthen ethical exemplarity, inclusive pastoral care, and reflective interfaith competence alongside subject expertise.