<![CDATA[Purpose: This study describes the implementation of religious activities in strengthening students’ character and discipline at MTs Nurul Falah Sugiharjo Tuban and identifies its supporting and inhibiting factors. Methodology/approach: A qualitative case study was conducted using structured interviews with eight purposively selected informants, supported by participant observation and documentation. Data were analyzed through reduction, display, and conclusion drawing, while credibility was ensured through source and technique triangulation. Findings: Religious activities were implemented through planning, implementation, and evaluation, including congregational Dhuha and Dzuhur prayers, Wadhifah recitation, istighosah, dziba’, tahlil, and Qur’an memorization. Character strengthening reflected Lickona’s moral knowing, moral feeling, and moral action, manifested in discipline of time, rules, attitudes, and worship. Supporting factors included visionary leadership, teacher synergy, consistent habituation, clear regulations, and a conducive religious environment. Inhibiting factors included digital distraction, student heterogeneity, activity fatigue, monotony, and limited human resources. Practical implications: Madrasahs should innovate religious activities, strengthen parental collaboration, and improve companion duty distribution. Originality/value: This study integrates Lickona’s character theory with habit-loop theory to explain multidimensional discipline formation through structured religious habituation.]]>
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