<![CDATA[Worship discipline is a central indicator of character formation in Islamic boarding schools, yet it is still reported as a list of caregiving practices rather than analysed as a mechanism. This study describes how the integrated student care system at Annakhil Darunnajah 6 Islamic Boarding School, Mukomuko, Bengkulu, forms female students' worship discipline, how educative reward and punishment function within it, and which contextual factors regulate its pace. A single instrumental case study with a descriptive-interpretive qualitative design was used, with nine participants selected purposively and sufficiency justified through information power. Data came from seven observation episodes across May 2026 (about twenty-two contact hours), in-depth interviews, and document analysis, examined through the Miles and Huberman interactive model combined with reflexive thematic analysis, triangulation, member checking, peer debriefing, an audit trail, and reflexivity over the first author's insider position. The four strategies form a graded regulatory sequence rather than parallel techniques: habituation and supervision as external regulation, exemplary conduct and formative guidance as guided practice, dialogue and a personal approach as support for self-regulation, with reward and punishment acting as a pace regulator rather than the principal engine. Participants perceived a shift towards autonomous religious motivation, yet a negative case among new students shows discipline collapses when scaffolding is withdrawn prematurely.]]>
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