<![CDATA[Student discipline remains one of the major challenges in Islamic education because it requires not only compliance with school regulations but also the internalization of religious values that encourage self-awareness and consistency in behavior. Although various religious habituation programs have been implemented in Islamic educational institutions, limited studies have explained the pedagogical mechanism through which spiritual practices cultivate students' disciplinary character. This study aims to analyze the process of internalizing the value of istiqomah through the regular recitation of Ratib Al-Haddad in shaping student discipline at MA Hidayatul Mubtadi'in Tasikmadu. Employing a qualitative case study approach, data were collected through participant observation, semi-structured interviews with the principal, religious activity coordinator, Islamic education teachers, and students, as well as document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through source triangulation, technique triangulation, member checking, and prolonged engagement. The findings reveal that the internalization of istiqomah occurs through three interconnected stages: value transformation, value transaction, and value transinternalization. The regular recitation of Ratib Al-Haddad, supported by teacher role modeling, religious habituation, and continuous guidance, transforms discipline from external compliance into students' internal spiritual awareness. This study contributes to Islamic educational scholarship by explaining the pedagogical mechanism through which Ratib Al-Haddad functions as a medium for internalizing Islamic values and fostering sustainable disciplinary character. The findings also provide a conceptual reference for developing spirituality-based character education programs in Islamic educational institutions.]]>
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