<![CDATA[General Background: Islamic education in favorite schools seeks to develop students’ spiritual independence and discipline through structured religious guidance. Specific Background: Such guidance includes religious habituation, Qur’an reading and memorization, mentoring, and character development, but students differ in readiness and personal circumstances. Knowledge Gap: The gap between institutional guidance targets and students’ readiness creates dilemmas in maintaining religious standards while addressing students’ needs. Aims: This study analyzes the contribution of Islamic education to student independence and the institutional dilemmas encountered in religious guidance. Results: A qualitative phenomenological study found that religious habituation supports spiritual independence and discipline, while implementation remains uneven among students. Differentiated guidance, personal mentoring, counseling, and collaboration provide contextual responses. Novelty: The study highlights a moderative approach that balances institutional religious ideals with student realities. Implications: Islamic guidance should remain flexible, humanistic, and responsive to student diversity. Key Findings Highlights Structured religious habituation supports spiritual discipline. Personal mentoring responds to differences in student readiness. School–family collaboration supports sustainable guidance. Keywords : Islamic Guidance, Student Independence, Favorite Islamic Schools, Religious Development, Moderative Approach]]>
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