<![CDATA[ABSTRACT At SDN Sawotratap 2, character development is embedded in the daily rhythm of students’ lives through the Gerakan 7 Kebiasaan Anak Indonesia Hebat (7KAIH). This study examines how the program is implemented in an inclusive elementary school, focusing on habituation strategies, the involvement of the school and parents, and the challenges encountered during its implementation. The study employed a descriptive qualitative approach and was conducted from February 4 to March 10, 2026, with informants selected through purposive sampling, consisting of the principal, a fifth-grade teacher, three parents, and ten fifth-grade students, including one student with mild autism. Data were collected through interviews, observations, and documentation, and were analyzed through data condensation, data presentation, and conclusion drawing and verification. The findings indicate that 7KAIH is integrated into school routines through modeling, reinforcement, guidance, and supervision. Its implementation contributes to the development of discipline, responsibility, independence, social awareness, healthy lifestyles, and more inclusive interactions. However, the continuity of habituation faces challenges because the intensity of family support at home varies, resulting in habits outside school not yet being reinforced consistently and sustainably. These findings suggest that 7KAIH can serve as an adaptive character education strategy when habituation is implemented consistently and the school establishes sustained collaboration with families. ABSTRAK Di SDN Sawotratap 2, pembentukan karakter ditempatkan dalam ritme kehidupan peserta didik melalui Gerakan 7 Kebiasaan Anak Indonesia Hebat (7KAIH). Penelitian ini menelaah bagaimana program tersebut dijalankan di sekolah dasar inklusif, mencakup strategi pembiasaan, keterlibatan sekolah dan orang tua, serta hambatan yang menyertainya. Kajian dilaksanakan secara deskriptif kualitatif pada 4 Februari–10 Maret 2026 dengan informan yang dipilih secara purposive, yaitu kepala sekolah, guru kelas V, tiga orang tua, dan sepuluh peserta didik kelas V, termasuk seorang peserta didik dengan autisme ringan. Informasi dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Temuan memperlihatkan bahwa 7KAIH menyatu dengan rutinitas sekolah melalui keteladanan, penguatan, pendampingan, dan pengawasan. Pelaksanaannya berkontribusi terhadap pembentukan disiplin, tanggung jawab, kemandirian, kepedulian sosial, pola hidup sehat, dan interaksi yang lebih inklusif. Namun, kesinambungan pembiasaan menghadapi kendala karena intensitas pendampingan keluarga di rumah tidak selalu sama, sehingga penguatan kebiasaan di luar sekolah belum sepenuhnya berlangsung secara seragam dan berkelanjutan. Temuan ini mengarah pada pemahaman bahwa 7KAIH dapat menjadi strategi pendidikan karakter yang adaptif ketika pembiasaan berlangsung konsisten dan sekolah membangun kolaborasi berkelanjutan dengan keluarga.]]>
