<![CDATA[Penelitian ditujukan untuk mendeskripsikan pengaruh pembiasaan kegiatan islami terhadap tata krama bersosial peserta didik kepada sesama teman dan guru di SD Muhammadiyah 1 Menganti. Penelitian menggunakan metode kualitatif deskriptif dengan fokus pada pemaknaan proses internalisasi nilai-nilai keislaman melalui kegiatan seperti shalat berjamaah, tadarus Al-Qur’an, hafalan doa harian, serta kebiasaan salam dan sapa. Tata krama bersosial dianalisis melalui indikator sikap hormat, kesopanan, empati, dan komunikasi yang positif dalam interaksi sehari-hari di lingkungan sekolah. Data dikumpulkan melalui observasi partisipatif selama tiga bulan, wawancara semi-terstruktur dengan 30 peserta didik, 5 guru, 3 wali kelas, dan 3 orang tua, serta analisis dokumen seperti jurnal harian siswa dan catatan kegiatan keislaman. Hasil penelitian menunjukkan bahwa pembiasaan kegiatan islami secara konsisten membentuk pola perilaku peserta didik yang lebih menghargai norma sosial, seperti meningkatnya kesadaran untuk mengucapkan salam, membantu teman, dan menghormati guru. Hasil penelitian juga mengungkap bahwa integrasi nilai-nilai islami dalam rutinitas sekolah menciptakan lingkungan yang mendukung perkembangan karakter melalui peniruan (modeling) dan penguatan positif dari guru. Peneliti menyimpulkan bahwa pembiasaan kegiatan islami tidak hanya memperkuat aspek spiritual, tetapi juga berperan krusial dalam membentuk tata krama bersosial yang berlandaskan akhlak mulia. Rekomendasi penelitian mencakup pengembangan modul kegiatan islami berbasis konteks sosial peserta didik dan peningkatan kolaborasi antara sekolah dan orang tua untuk konsistensi penanaman nilai. This study aims to describe the influence of habituating Islamic activities on students' social etiquette toward peers and teachers at SD Muhammadiyah 1 Menganti. The research employs a descriptive qualitative method, focusing on the internalization process of Islamic values through activities such as congregational prayers (shalat berjamaah), Quranic recitation (tadarus Al-Qur’an), daily prayer memorization, and the practice of greetings (salam dan sapa). Social etiquette is analyzed using indicators including respectful attitudes, politeness, empathy, and positive communication in daily interactions within the school environment. Data were collected through three months of participatory observation, semi-structured interviews with 30 students, 5 teachers, 3 homeroom teachers (wali kelas), and 3 parents, as well as document analysis (e.g., student journals and records of Islamic activities). The findings reveal that the habituation of Islamic activities consistently shapes students' behavioral patterns to better respect social norms, such as increased awareness of greeting others, helping peers, and honoring teachers. The study also highlights that integrating Islamic values into school routines fosters a character-building environment through modeling and positive reinforcement from teachers. The researchers conclude that habituating Islamic activities not only strengthens spiritual aspects but also plays a crucial role in forming social etiquette grounded in noble morals. Recommendations include developing Islamic activity modules tailored to students' social contexts and enhancing collaboration between schools and parents to ensure consistent value cultivation.]]>
