<![CDATA[Objective: This study aims to analyze how classroom management functions as a social mechanism in reproducing social values and shaping students' religious habitus. Using Pierre Bourdieu's theory of habitus, capital, and social reproduction, the study examines how classroom routines, rules, spatial arrangements, and teacher interactions contribute to the internalization of religious values among students. Methods: This research employed a qualitative approach with a critical ethnography design. Data were collected through participant observation, in-depth interviews, document analysis, and reflective field notes involving teachers, students, and school leaders at SD Negeri 1 Bojong, Wangon District. Data were analyzed using the interactive model of Miles and Huberman, while validity was ensured through triangulation and member checking. Results: The findings reveal that classroom management serves not only as a pedagogical tool but also as a mechanism for social and religious value reproduction. Daily routines such as collective prayers, Qur'anic recitation, dhuha prayer, rotating religious speeches, gratitude journals, inclusive classroom regulations, mentoring programs, and teacher role-modeling contribute significantly to the formation of students' religious habitus. These practices also foster social values including discipline, responsibility, tolerance, empathy, cooperation, and anti-bullying attitudes. Novelty: This study demonstrates that social reproduction within classroom management does not necessarily reinforce inequality, as suggested by classical reproduction theory. Instead, it can produce an inclusive religious habitus that integrates spiritual commitment with social-humanistic values through equitable and inclusive classroom practices.]]>
