<![CDATA[Character education at the elementary school level requires a process of habituation that is systematically implemented and integrated into students' daily activities. For Phase A students (aged 6–8 years), character education necessitates habituation practices that are concrete, repetitive, and developmentally appropriate. This is because children in this age group are in an early developmental stage heavily influenced by daily routines. This study aimed to develop a character education guidebook based on the "7 Habits of Great Indonesian Children" (7 KAIH) for Phase A students at Regina Caeli Elementary School. The study employed the Research and Development (R&D) method using the 4D development model, comprising the define, design, develop, and limited disseminate stages. Data were collected through interviews, observations, expert validation sheets, practitioner assessments, documentation, and field notes. A needs analysis revealed that while the 7 KAIH framework was already being implemented at the school, teachers lacked a written guide to organize the seven habits systematically; activity variety relied on individual teacher creativity, and the continuity of habituation at home required strengthening. Initial observations of 18 students showed an average achievement rate of 65.87%. The resulting product consists of seven habit units featuring behavioral indicators, concrete activities, stories, role-playing, songs, habituation challenges, reflection, evaluation, and family support components. The needs analysis confirmed that the 7 KAIH were in use but lacked a dedicated written guide, activity variety depended on individual teacher creativity, and school-home collaboration needed reinforcement. The product comprises seven habit units featuring inspirational stories, role-playing, creative activities, songs, habituation challenges, assessment sheets, daily reflections, and home-based support. Validation results showed 100% approval from subject matter experts, 88% from media experts, and 97.50% from practitioners. The teacher practicality assessment yielded an average score of 90%, while a limited trial involving 18 students resulted in an average achievement of 82.20%. These results indicate that the guidebook is suitable and practical for use as a tool to support systematic character habituation in Phase A. It serves as an operational framework that integrates school-based habituation, reflection, evaluation, and family involvement, thereby establishing a foundation for early childhood character education.]]>
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