<![CDATA[This study aimed to describe the process of forming students' Adversity Quotient (AQ) through the habituation of reading Asmaul Husna, to reveal the supporting and inhibiting factors, and to describe its impact on the four dimensions of AQ at MTs At-Taqwa. A qualitative phenomenological approach with a narrative method was employed. Data collection techniques included passive participant observation, in-depth interviews, and documentation. Data analysis used the Moustakas model (epoché, horizontalization, thematization, textural-structural description, essence). The results showed that: (1) the AQ formation process occurred through three systematic stages: planning (setting a fixed morning and afternoon schedule, selecting Asmaul Husna names relevant to AQ), implementation (collective recitation of 99 Asmaul Husna accompanied by meaning explanation and interactive reflection), and evaluation (daily observation, discussion with the guidance counselor, recording in an AQ monitoring book); (2) supporting factors included student enthusiasm, madrasah support, ease of value internalization, parental and peer support, teacher commitment, and religious culture, while inhibiting factors included lack of meaning understanding, boredom, time constraints, low initial motivation, different learning styles, lack of parental reinforcement, and delivery fatigue; (3) the impacts included a decrease in student visits to the counseling room due to stress, anxiety, and hopelessness; increased courage to admit mistakes; decreased tendency to give up easily; and increased feelings of calmness and optimism. It was concluded that the habituation of reading Asmaul Husna effectively builds students' mental resilience through three integrated stages. The implications are that madrasahs need to strengthen program sustainability, involve parents, and diversify learning methods.]]>
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