Internalization of Teacher Personality Competencies Based on Prophetic Values in Forming Student Character

Abstract

The character formation of early childhood cannot be separated from the role of teachers as role models, a role reflected in their personality competencies. To address the challenges of education in the modern era, teachers' personality competencies need to be strengthened through a spiritual foundation oriented towards prophetic values, particularly humanization, liberation, and transcendence. RA NU Terpadu Sumbergempol, an early childhood Islamic educational institution, applies an integrative approach to shaping students' religious and social character by strengthening the personalities of its educators. This study aims to analyze the internalization strategies of prophetic values in teachers' personalities and identify the resulting character formation of students, driven by teachers' exemplary behavior based on these prophetic values. This study used a qualitative research type with a case study approach. Data were collected through participant observation, in-depth interviews with principals and teachers, and documentation studies. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing, while data validity was verified through source and technique triangulation. Research findings indicate that the internalization of prophetic values, namely shiddiq (honesty), amanah (trustworthiness), tabligh (conveying messages), and fathanah (wisdom/intelligence) is achieved through spiritual habits, self-reflection, collective role models (uswatun hasanah), and the creation of a madrasah environment based on the values of Nahdlatul Ulama and Aswaja. The value of transcendence is reflected in the sincerity of teachers when carrying out their duties; humanization is manifested through compassion, patience, and concern for students; and liberation is seen in efforts to foster teacher independence and mental toughness. This internalization process contributes to the formation of student character, as evidenced by increased religiosity (for example, the habit of praying, performing the Dhuha prayer, and reciting daily prayers), social awareness (demonstrated through attitudes of sharing, empathy, and politeness), and the development of discipline and independence. These findings confirm that teacher personalities imbued with internalized prophetic values play a crucial role in shaping the character of early childhood through behavioral modeling, where children emulate the teacher's exemplary attitudes and actions.