Islamic Religious Education in Developing Students' Honesty Character in the Digital Era: The Role of Teacher Exemplars at SMA Muhammadiyah 2 Surabaya

Abstract

This study analyzes the role of Islamic Religious Education teachers in fostering students’ honesty at Muhammadiyah 2 Senior High School Surabaya in the digital era. A qualitative descriptive approach was employed, with Islamic Religious Education teachers as primary informants and students as supporting informants selected purposively until data saturation was reached. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using an interactive model of data reduction, data display, and conclusion drawing. The findings show that honesty is developed through value integration in learning, teachers’ moral exemplarity, habitual honest behavior, attitude assessment, humanistic mentoring, and reinforcement through the school’s religious culture. In responding to digital plagiarism, misuse of online sources, and technology-assisted assignment completion without adequate understanding, teachers rely not only on supervision and prohibition but also on dialogue and moral reflection. The study indicates that contextual, consistent, and collaborative honesty development can strengthen students’ ethical awareness, self-control, and commitment to an integrity-oriented learning process.