<![CDATA[Character education plays a role in instilling moral values that serve as guidelines in acting and interacting with others. Through character education, students are guided to develop honesty, responsibility, discipline, and empathy toward others. This study aims to describe and analyze the habituation of moral behavior among students with special needs (ABK) in primary schools. The research employs a qualitative phenomenological approach. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The results indicate that moral habituation is developed through daily social interactions among ABK students. The observed behaviors include helping, respect, empathy, and tolerance, although not yet evenly distributed. Teachers play a significant role as role models, facilitators, and guides through reinforcement and assistance. Supporting factors include teacher modeling, school environment, and peer interaction, while challenges involve diverse student characteristics and limited teaching strategies. The habituation process positively impacts social interaction, empathy, and cooperation among ABK students, although it still requires consistent and continuous practice.]]>
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