<![CDATA[This study aims to analyze the process of internalizing honest character among students at MIN 5 Bandar Lampung through habituation, social experiences, and educational interactions embedded in everyday school life. The study employed a qualitative descriptive approach. The research participants consisted of 34 students selected purposively based on their involvement in experiences related to honesty practices within the school environment. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and meaning-making. The findings reveal that students perceive honesty as telling the truth, conveying facts as they are, and having the courage to admit mistakes. The internalization of honest character develops through habituation shaped by teachers’ guidance, religious activities, peer interactions, and students’ everyday moral experiences. The study also shows that the internalization process is not entirely linear, as students still encounter moral dilemmas in certain situations, such as cheating, helping peers during tests, or dealing with personal interests. Teachers, religiosity, and the social environment appear to form a moral ecosystem that strengthens students’ experiences in understanding and practicing honesty in everyday school life. ]]>
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