<![CDATA[This study explores the strategies of Al-Qur'an literacy in internalizing discipline values among students at two vocational high schools in Bandung, SMKN 12 and SMK Mutiara. Despite the widespread implementation of Quranic literacy programs, vocational schools continue to face significant challenges regarding student discipline, often exacerbated by digital distractions and a lack of intrinsic awareness. This research aims to analyze the divergence in implementation strategies between public and private vocational settings and to formulate a more effective, integrative framework for character development. Employing a qualitative approach with a multi-site case study design, data were collected through in-depth interviews, structured observations, and documentation analysis. The findings reveal two distinct approaches: a Formalistic Strategy at SMKN 12 and a Partial Integrative Strategy at SMK Mutiara. The Formalistic approach, which focuses on routine recitation (Qirā’ah) and administrative sanctions, primarily results in superficial behavioral compliance. In contrast, the Partial Integrative approach, which includes reflective elements (Tafakkur), shows potential in fostering an internal locus of control but remains hindered by "Teacher Duty Fragmentation," where discipline enforcement is largely siloed within the religious education department. To address these gaps, this research formulates the Integrative-Reflective Literacy (LIR) Model, which synthesizes four synergistic pillars: Qirā’ah (habituation), Tafakkur (spiritual reflection), Mutaba’ah (collective supervision), and Tanfīdz (moral application). The study concludes that the successful internalization of discipline requires a comprehensive "whole school approach" where spiritual values are reinforced across all school interactions. It is recommended that educational institutions move beyond mechanical reading rituals toward a systematically integrated model that bridges textual understanding with sustainable moral self-control.]]>
