Cultivating Disciplinary Character through Habit Formation: Mechanisms of Value Internalization at Tamaddun Jatinangor Islamic Boarding School

Agus Haryono; Hasbi Indra; Budi Handrianto; Abuddin Nata

doi:10.53515/alqodiri.v24i3.327

Authors

Agus Haryono Universitas Ibn Khaldun Bogor Indonesia Author
Hasbi Indra Universitas Ibn Khaldun Bogor Indonesia Co Author
Budi Handrianto Universitas Ibn Khaldun Bogor Indonesia Co Author
Abuddin Nata UIN Syarif Hidayatullah Jakarta Indonesia Co Author

DOI:

https://doi.org/10.53515/alqodiri.v24i3.327

Keywords:

disciplinary character; habituation; value internalization.

Abstract

The degradation of moral values and the declining sense of discipline among younger generations indicate that the process of value internalization has not yet been optimally achieved within formal education. Discipline is often understood merely as compliance with rules rather than as a form of moral awareness that fosters responsibility, consistency, and self-control. This condition highlights the urgent need for educational institutions capable of integrating moral development into the entire learning experience and students’ daily lives. Islamic boarding schools have a distinctive advantage in this regard, as their residential system enables religious and disciplinary values to be practiced repeatedly, contextually, and continuously. Nevertheless, the mechanisms through which habituation transforms routine practices into internalized moral awareness require further investigation. This study aims to analyze the strategies for internalizing character values through an integrated discipline program embedded in the daily activities of students at Tamaddun Jatinangor Islamic Boarding School.

This study employed a qualitative approach using a case study design to gain an in-depth understanding of the mechanisms underlying the development of disciplinary character within the context of Islamic boarding school life. Data were collected through participant observation of students’ daily activities, in-depth interviews with caregivers, religious teachers, and students, as well as documentary analysis of programs, regulations, and records of student development. Informants were selected purposively based on their involvement in implementing and supervising disciplinary practices. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The credibility of the findings was strengthened through source and methodological triangulation, allowing the collected data to be systematically compared, confirmed, and interpreted.

The findings indicate that value internalization occurs through three stages: program planning, rule-based habituation, and continuous behavioral regulation. The exemplary conduct of caregivers, repeated daily routines, and consistent evaluation gradually transform discipline from external compliance into moral awareness, responsibility, and an internalized disciplinary character among students. These findings highlight the potential of habituation as a holistic strategy for developing disciplinary character in Islamic boarding school education.

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