<![CDATA[This study aims to analyze teachers’ strategies through habitual programs in developing students’ character at Nurul Ihsan Muhajirin Private Islamic Junior High School. This study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation from the madrasah principal, Akidah Akhlak teachers, homeroom teachers, subject teachers, guidance counselors, the vice principal for student affairs, parents/guardians, and students (17 informants). Data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña through data condensation, data presentation, and drawing conclusions, with data validity ensured through triangulation of sources and techniques. Teachers’ strategies for developing students’ character were implemented through setting a good example, fostering religious practices, providing guidance, supervision, and the use of rewards and punishments. These strategies were applied through a regular program consisting of reciting Surah Al-Waqi’ah, group prayers, and congregational Dhuha prayers. These programs demonstrate the development of students’ religious character, sense of responsibility, and good manners, while discipline develops more slowly and is not yet uniform. Program implementation still faces challenges such as tardiness, lack of concentration, excessive use of gadgets, and inconsistent character-building practices within families. The findings indicate that character building requires consistent practice, teacher role modeling, supervision, and family support. The study was limited to a single madrasah; therefore, the findings should be understood within the context of the study. The novelty of this study lies in the analysis of the integration of five teacher strategies within the Habitual Program to develop students’ character through a culture of habit formation at the madrasah.]]>
