<![CDATA[The dynamics of religious character formation through Islamic habituation at the elementary school level are often trapped in merely fulfilling physical routines, but have not been able to touch the aspect of autonomous moral awareness (moral loving) when students are outside school supervision. This study aims to analyze the depth of the process of Islamic religious habituation in constructing the moral components of knowing, loving, and acting of elementary school students in West Bandung Regency. A qualitative approach with an exploratory case study design was applied in three elementary schools (SD) in West Bandung Regency, involving the principal, Islamic Religious Education (PAI) teachers, parents, and 15 students as active participants. The results of the study indicate that the habituation of dhuha prayer, daily prayers, and Asmaul Husana consistently succeeded in triggering students' attention through teacher exemplary modeling (Bandura), as well as shifting the orientation of children's obedience from the pre-conventional level (fear of punishment) to the conventional, autonomous level (Kohlberg), until it is manifested in synchronous moral actions (Lickona). The study's conclusions confirm that integrative religious habituation based on social role models has proven effective in transforming worship routines into enduring disciplined character traits in children. The original contribution of this study is the development of an inclusive elementary school culture monitoring model that directly supports the achievement of Sustainable Development Goals (SDGs) Target 4.7, which focuses on education for sustainable development and global culture.]]>
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