Implementation of Character Education through Habituation and Exemplary Practices

Abstract

Character education in Islamic elementary schools requires implementation strategies that move beyond normative formulations toward contextual and institutional practices. This study examines the implementation of character education through habituation and exemplary practices at MI Roudlotul Ulum Mojosari Mojokerto. Employing a descriptive qualitative design, data were collected through in-depth interviews, participant observation, and documentation involving the principal, teachers, and students. Data were analyzed using an interactive model of data condensation, display, and conclusion drawing. The findings indicate that character education is systematically embedded in daily school routines through structured habituation programs such as religious activities, literacy practices, and discipline-based routines and reinforced by consistent teacher role modeling. The effectiveness of these strategies is supported by strong leadership commitment, a conducive institutional culture, and parental involvement, although inconsistencies in implementation remain a challenge. Analytically, the study shows that character internalization operates through socio-institutional mechanisms rather than solely through individual moral instruction. This research contributes to the development of character education theory by demonstrating how habituation and social learning are contextually integrated within an Islamic elementary school setting.