<![CDATA[The internalization of Birrul Walidain (filial piety toward parents) among elementary school students has become an important concern in Islamic character education, particularly amid the increasing influence of digital technology on children’s daily lives and family interactions. However, character education programs that systematically integrate school and family roles through digital-based monitoring and home-based habituation remain limited. This study aims to examine the implementation of the MAHKOTA (Meraih Keridhoan Orang Tua) Program in internalizing Birrul Walidain values and to explore its contribution to students’ religious character development in the digital age. This study employed a qualitative case study approach at SD Muhammadiyah Kreatif Kraksaan. Data were collected through observation, in-depth interviews, and documentation involving teachers, students, and parents. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the MAHKOTA Program supports the development of students’ religious character through structured home-based habituation, parental involvement, teacher supervision, digital documentation, and reflective activities. The participating students showed greater willingness to help their parents, more polite interactions, and, in some cases, increased initiative to help without being asked. The program also facilitates school–family collaboration in cultivating Birrul Walidain values amid the challenges of the digital age. The study contributes to the development of a digital-based school–family collaboration model for Islamic character education by integrating home-based habituation, parental participation, teacher monitoring, and digital communication into the process of internalizing Birrul Walidain values in elementary education.]]>
