<![CDATA[This study aims to analyze the habituation of Khatmil Qur’an in developing students’ religious culture at SMA Takhassus Al-Qur’an. This research employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving school administrators, teachers, Tahassus program coordinators, and students. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification, while data validity was established through source and technique triangulation. The findings indicate that Khatmil Qur’an is routinely conducted as part of the school’s morning activities and involves students, teachers, and educational staff. The habituation is supported by religious exhortations (mau‘izhah), the Tahassus program, Qur’anic reading or memorization submission, Friday charity (infak Jumat), and an annual 30-juz Khatmil Qur’an activity. The program is strengthened through the involvement of the LDKQ team, task distribution, scheduling, teacher recommendations, Tahassus assessments, and documentation of students’ achievements. The habituation of Khatmil Qur’an contributes to developing students’ Qur’anic reading habits, discipline, religious devotion, moral character, and the religious identity of the school. The main challenges include differences in students’ abilities and levels of participation, as well as inconsistencies in punctuality during morning activities. These challenges are addressed through mentoring, supervision, scheduling, and continuous evaluation. Therefore, Khatmil Qur’an functions not merely as a Qur’anic recitation activity but as an educational practice that systematically and continuously supports the development of students’ religious culture.]]>
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