<![CDATA[Morning assemblies in madrasahs can provide a structured setting for habituating discipline and religious attitudes before formal learning begins. This study aimed to describe teachers’ efforts to instill students’ discipline and religious attitudes through the morning assembly at MTs Mathla’ul Anwar Kecapi, Pesawaran, Lampung, and to identify supporting and inhibiting factors in its implementation. A descriptive qualitative design was employed using purposive sampling involving 10 informants: the head of the madrasah, the vice principal for student affairs, the morning assembly supervisor, and seven students. Data were collected through direct observation, semi-structured interviews, and documentation and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing and verification. The findings showed that discipline was cultivated through punctuality, orderly line formation, uniform and attribute checks, compliance with madrasah rules, supervision, reprimands, guidance, motivation, and follow-up direction after the assembly. Religious attitudes were fostered through prayer, shalawat, religious advice, positive-behavior habituation, and teacher role modeling. Supporting conditions included teacher cooperation, routine implementation, perceived parental support, and adequate facilities, whereas inhibiting conditions included uneven student disciplinary awareness, lateness among some teachers and students, differences in parental attention, limited mastery of prayers and shalawat, and personal or situational causes of lateness. These findings imply that morning assemblies can function as contextual character-habituation spaces when routines are consistently accompanied by teacher modeling, guidance, supervision, and school-family coordination.]]>
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