<![CDATA[This study aims to analyze the implementation of akhlakul karimah (Islamic moral character) habituation, the role of teachers, and the supporting and inhibiting factors in character building at MI Nurul Furqon. The research employed a descriptive qualitative approach using observation, in-depth interviews, and documentation as data collection techniques. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that character development is implemented through three main strategies: continuous environmental habituation, active teacher role modeling, and a persuasive-humanistic approach to addressing students' behavior. Habituation programs include congregational prayers, Qur'an recitation, the 5S culture (Smile, Greet, Salute, Politeness, and Courtesy), charitable giving, as well as discipline and cleanliness practices. Teachers serve as role models through exemplary behavior, communication, and discipline while providing positive reinforcement for students' good conduct. The main challenges include family and peer influences, digital media exposure, and individual differences among students. These challenges are addressed through personal guidance, collaboration with parents, and educational disciplinary measures. The study concludes that the integration of habituation programs, teacher role modeling, and a supportive madrasa culture effectively fosters students' religious character and akhlakul karimah. Nevertheless, further improvement is needed in Qur'anic literacy, environmental awareness, and bullying prevention.]]>
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