Abstract
This study aims to describe teachers’ efforts to develop students’ character through BTA learning and to identify the factors that hinder its implementation. This study employed field research with a descriptive qualitative approach. The research subjects consisted of the principal, vice principal for ISMUBA/religious affairs, BTA teachers, students, and administrative staff. Data were collected through observation, interviews, and documentation, and then analyzed descriptively. The results show that teachers’ efforts to develop students’ character are implemented through exemplary behavior, habituation, advice, discipline, and motivation. These efforts are reflected in the habituation of performing ablution, praying, maintaining proper manners toward the Qur’an, participating in learning activities punctually and orderly, completing khat writing assignments, and patiently waiting for their turn to read the Qur’an. The characters developed include religious character, discipline, responsibility, and patience. Meanwhile, the inhibiting factors include differences in students’ initial Qur’anic reading abilities, relatively short attention spans, insufficient parental guidance at home, and excessive use of digital devices.