<![CDATA[This study aims to: 1) identify the design of character-based learning management; 2) analyze the implementation of character-based learning management through habituation; and 3) describe the supporting and inhibiting factors encountered during the implementation of character-based learning management at SDIT Salsabila 5 Purworejo. A descriptive qualitative research design was employed, involving the following subjects: one principal, one deputy principal for curriculum affairs, two teachers (grades V and VI), and six students (two each from grades IV, V, and VI) during the 2025/2026 academic year. Data collection techniques included observation, interviews, and documentation, while data analysis involved data collection, reduction, presentation, and conclusion drawing. The results indicate that the character traits of discipline and responsibility among students are fostered through daily habituation practices, managed in a structured manner via management functions: planning, organizing, implementation, and supervision. The character-based learning management design is realized through daily habituation programs, codes of conduct, operational procedures (SOPs), and routine evaluations. Implemented habits include punctual arrival, morning greetings, morning literacy activities (murojaah), Quran memorization (tahfidz), congregational prayers, maintaining cleanliness, wearing footwear, washing dishes, and classroom cleaning duties. Supporting factors include a religious school culture, teachers serving as role models, parental support, and school facilities and infrastructure. Conversely, a primary obstacle is the lack of awareness among some students. Overall, structured daily habituation has proven effective in strengthening the character traits of discipline and responsibility among students at SDIT Salsabila 5 Purworejo.]]>
