From Daily Habits to Character Formation: Exploring Positive Habituation Practices in an Indonesian Public Elementary School

Sirojuddin Sirojuddin; Tri Mulyanto

doi:10.54471/bidayatuna.v9i2.4036

Authors

Sirojuddin Sirojuddin Universitas Muhammadiyah Oku Timur, Indonesia
Tri Mulyanto Universitas Muhammadiyah Oku Timur, Indonesia

DOI:

https://doi.org/10.54471/bidayatuna.v9i2.4036

Keywords:

Character Education, Elementary School, Positive Habitutation, Student Character

Abstract

This study aims to analyze student character development through positive habituation at Sumber Asri Public Elementary School, focusing on habituation practices, the character values reflected in students’ behavior, the roles of school community members, and supporting and inhibiting factors. The study employed a descriptive qualitative approach, with three informants selected through purposive sampling, comprising the principal, a teacher, and a student. Data were collected in June 2026 through observation, semi-structured interviews, and documentation. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings indicate that positive habituation practices include greetings, collective prayer, morning literacy activities, queuing, classroom duties, and school cleanliness activities. These practices reflected the values of discipline, responsibility, religiosity, politeness, environmental awareness, and cooperation. Consistent implementation, teacher role modeling, and parental support served as supporting factors, whereas some students’ inconsistent participation and influences from outside the school environment posed challenges. Information provided by the teacher and student indicated perceived behavioral changes, particularly in discipline, politeness, responsibility, and the practice of certain positive habits at home. This study contributes by mapping the connections between school routines, role modeling by school community members, and character values reflected in students’ behavior, including the continuity of habituation practices within the family environment. The findings also highlight the relevance of positive habituation to Islamic education through the daily practice of religious values and moral conduct.

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