<![CDATA[Religious character develops through sustained learning, habituation, and exemplary conduct. This study examines the implementation of the Madrasah Diniyah program and its contribution to students’ religious character at MTs Daruth Tholibiin, Lengkong District, Nganjuk Regency, Indonesia. The study employed a qualitative case-study design. Data were collected through observation, in-depth interviews with the headmaster, vice principal for student affairs, Madrasah Diniyah teachers, formal-school teachers, students, and parents, as well as analysis of institutional documents. The findings indicate that the program, introduced in 2020, is organized around three components: daily religious habituation, graded learning using classical Islamic texts (kitab kuning) at Ula and Ulya levels, and educator role modelling. Daily activities include congregational Dhuha and Dhuhr prayers, lalaran, and Qur’anic recitation. The curriculum covers aqidah, akhlaq, and fiqh through texts including Aqidatul Awam, Syifa’ul Janan, Ta’lim al-Muta’allim, Mabadi Fiqh, and Fathul Qarib. Qualitative findings suggest positive changes in students’ understanding of aqidah, discipline and independence in worship, respect for teachers and parents, and social relationships with peers. The findings suggest that structured religious learning, repeated practice, and educator role modelling can support religious-character development in the school context examined.]]>
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