Implementasi Metode Cerita Bergambar Dalam Menanamkan Nilai Kejujuran Siswa Kelas IV Pada Pembelajaran PAI-BP Di SDN 23 Lembah Melintang Pasaman Barat

Abstract

Honesty is a fundamental character value for elementary school students, yet its cultivation through Islamic Religious Education and Character Building (PAI-BP) has not been fully optimal in practice. This study aims to describe the implementation of the illustrated storytelling method in instilling the value of honesty among fourth-grade students, the forms of honesty values instilled, and the supporting and inhibiting factors at SDN 23 Lembah Melintang, West Pasaman.  Data were collected through non-participant observation, semi-structured interviews with 8 informants consisting of 1 Islamic Education teacher, 1 homeroom teacher, 1 school principal, and 5 fourth-grade students, as well as documentation. Data were collected through non-participant observation, semi-structured interviews with the Islamic education teacher, the principal, and fourth-grade students, as well as documentation. Data were analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing, with data validity examined through source and technique triangulation. The results show that the teacher implemented the illustrated storytelling method through preparation, storytelling delivery, question-and-answer sessions, and reinforcement of moral messages. Honesty values that began to emerge among students included not cheating, having the courage to admit mistakes, returning items that did not belong to them, and speaking according to facts, although these were not yet consistently applied by all students. Supporting factors included student awareness, teacher competence, material relevance, and learning media, while inhibiting factors included time constraints, community environmental influence, and media-related obstacles. These findings are interpreted through Thomas Lickona's character education theory (moral knowing, moral feeling, moral action) and Jean Piaget's theory of moral development, indicating that illustrated stories function as a stimulus and a medium for value internalization rather than the sole factor that directly shapes honest behavior.