<![CDATA[Religious habituation in Islamic elementary education is increasingly important because students need opportunities to translate religious knowledge into consistent practices and responsible behavior. This study aims to analyze the management of the religious habituation program in developing students’ responsibility and discipline at MIN 3 Ponorogo and to identify the factors supporting and constraining its implementation. A qualitative phenomenological approach was employed, with data obtained through participatory observation, in depth interviews, and documentation involving the madrasah principal, teachers, and students; the data were analyzed through interactive data analysis and interpreted using the Planning, Organizing, Actuating, and Controlling framework. The findings show that the program is managed through needs based planning, clear distribution of responsibilities, consistent implementation supported by teacher modeling and mentoring, and layered supervision through daily records, semester reports, and annual evaluation. Students demonstrated responsibility through consistent memorization submissions and fulfillment of religious practice targets, while discipline appeared in their ability to follow scheduled activities with decreasing reliance on repeated teacher instructions. Strong leadership, teacher involvement, parental support, and a conducive environment facilitated implementation, whereas limited time, differences in student ability, and inconsistent home reinforcement remained constraints. These findings indicate that systematic management can transform religious habituation from routine activities into an institutional mechanism for developing responsibility and discipline.]]>
