<![CDATA[Penelitian tentang pendidikan karakter religius di sekolah dasar Islam di Indonesia sebagian besar mendokumentasikan program dan kegiatan pembiasaan, sedangkan mekanisme kultural yang membuat praktik berulang menjadi disposisi yang menetap masih kurang diteorikan. Artikel ini mengembangkan penjelasan konseptual atas mekanisme tersebut dengan mengintegrasikan kerangka field–habitus–capital Pierre Bourdieu, teori pendidikan karakter, dan konsep klasik pembentukan akhlak dalam tradisi Islam (ta’dib, riyadhah, uswah hasanah). Kajian menggunakan critical integrative literature review terhadap 21 artikel peer-reviewed terbitan 2021–2026, dilengkapi karya teoretis fondasional. Artikel-artikel tersebut dikode secara tematik ke dalam delapan kategori dan ditafsirkan melalui empat dimensi analitis: budaya sekolah sebagai arena, pembiasaan sebagai praktik, modal para aktor, serta pengakuan simbolik. Sintesis menunjukkan bahwa karakter religius lebih mungkin terbentuk ketika nilai Islam terintegrasi secara koheren dalam rutinitas, aturan, relasi, keteladanan guru, kepemimpinan, kemitraan keluarga, dan partisipasi siswa, bukan terbatas pada pembelajaran Pendidikan Agama Islam (PAI). Karena itu, program yang sama dapat menghasilkan dampak berbeda antarsekolah, bergantung pada posisinya dalam arena sekolah, distribusi modal antaraktor, dan apakah pengakuan diberikan pada perilaku etis yang substantif atau sekadar kepatuhan ritual yang tampak. Artikel ini menawarkan kerangka rekursif lima lapis dan enam proposisi yang dapat diuji, serta mengingatkan bahwa budaya religius sekolah dapat memunculkan kekerasan simbolik dan religiusitas performatif apabila koherensi dan agensi siswa diabaikan. Research on religious character education in Indonesian Islamic primary schools has largely documented programs and habituation activities, while the cultural mechanism through which repeated practices become durable dispositions remains under-theorised. This article develops a conceptual explanation of that mechanism by integrating Pierre Bourdieu’s field–habitus–capital framework with character-education theory and classical Islamic concepts of moral formation (ta’dib, riyadah, uswah hasanah). A critical integrative literature review was conducted on 21 peer-reviewed studies published between 2021 and 2026, supplemented by foundational theoretical works. The studies were coded thematically into eight categories and interpreted through four analytical dimensions: school culture as field, habituation as practice, actors’ capital, and symbolic recognition. The synthesis shows that religious character is more plausibly formed when Islamic values are embedded coherently in routines, rules, relationships, teacher exemplarity, leadership, family partnership, and student participation rather than confined to Islamic Religious Education (PAI) lessons. The same program can therefore yield different outcomes across schools, depending on its position within the school field, the distribution of capital among actors, and whether recognition rewards substantive ethical conduct or merely visible ritual compliance. The article proposes a five-layer recursive framework and six testable propositions, and cautions that school religious culture may generate symbolic violence and performative religiosity when coherence and student agency are absent. The framework provides a basis for empirical research and for designing whole-school religious character education in Islamic primary schools. Keywords: Bourdieu; Character Education; Islamic Primary School; Religious Habitus; School Culture]]>
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