<![CDATA[This study aims to analyse the effect of the habituation of Islamic values within village community-based learning guidance on students' discipline and responsibility, given that quantitative testing in the field of non-formal learning guidance in rural areas remains scarce. The approach applied is explanatory quantitative research using a saturated sampling technique involving 28 students, who represent all active participants of the learning guidance programme in Bandungrojo Village. Data were collected through a Likert-scale questionnaire that has been proven valid and reliable with very high internal consistency, and were then analysed using simple linear regression after the assumptions of residual normality and linearity had been fulfilled. The results indicate that habituation has a positive and significant effect on discipline (B = 0.546; ? = 0.880; R² = 0.774; p 0.001) as well as on responsibility (B = 0.391; ? = 0.575; R² = 0.331; p = 0.001). The explanatory power of the model is considerably greater for discipline than for responsibility, indicating that habituation is more effective in shaping overt behaviour than internal awareness. These findings enrich empirical evidence on the effectiveness of habituation in community-based non-formal education and imply the importance of strengthening habituation routines accompanied by reflective activities in order to foster students' responsibility more optimally.]]>
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