CHARACTER BUILDING OF STUDENTS THROUGH RELIGIOUS HABIT FORMATION PROGRAM AT MTS IRSYADUL ANAM SLEMAN

Abstract

This study aims to describe and analyze the implementation of the religious habituation program in shaping students’ character at MTs Irsyadul Anam Sleman. The background of this research arises from the increasing urgency of Islamic education in forming learners who are not only intellectually capable but also possess noble character, emotional maturity, and strong spiritual awareness. In the context of contemporary moral challenges, religious habituation serves as an effective and preventive strategy because it integrates character formation into daily routines and consistently exposes students to religious values within the madrasah environment. Through continuous practice, religious activities are expected to internalize moral behavior, transforming external actions into habitual attitudes and personal awareness.

This research employed a descriptive qualitative method, with data collected through interviews, observations, and documentation. The research subjects consisted of the principal and Islamic Education teachers who were directly involved in planning and carrying out the program. The data were analyzed using the interactive analysis model by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. This analytical approach enabled the researchers to obtain an in-depth understanding of the forms, procedures, supporting factors, and challenges in implementing religious habituation, as well as its influence on students’ character development.

The findings revealed that religious habituation at MTs Irsyadul Anam was carried out through various structured activities, including Dhuha prayer, recitation of Asmaul Husna, daily Qur’an tadarus, Clean Friday, and Friday Infaq (charitable giving). These activities effectively fostered religious commitment, discipline, responsibility, empathy, and social care among students. In addition, the active involvement of teachers and the student organization (OSIM) strengthened supervision and created a collaborative, motivating, and enjoyable learning atmosphere. Overall, the religious habituation program played a significant role in shaping students who are faithful, well-mannered, and capable of applying Islamic values both within the school setting and in their daily lives beyond the classroom.