<![CDATA[Qur'an memorization is used in Islamic primary education to cultivate religious character, yet how repeated memorization routines become internalized as perseverance and discipline remains underexplored. Drawing on Berger and Luckmann's theory of social construction, this study examines Program Satu Jam Berjuang (One-Hour Striving Program) at two Islamic primary schools in Tegal City, Indonesia. Using a qualitative multisite case study, we draw on participant observation, interviews with 19 informants, and document analysis. We find that Qur'an memorization (tahfiz) habituation is organized through ability-based grouping, guided recitation and repetition, review (muraja'ah), recitation checks, monitoring, and teacher-family support. These practices externalize and objectify religious values through routine and school culture, while their continuation beyond school indicates internalization. However, internalization remains uneven and dependent on supervision, family support, individual ability, and digital distractions. These findings suggest that tahfiz supports character formation through a gradual, socially embedded process rather than automatically producing perseverance and discipline.]]>
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