<![CDATA[This study analyzes the implementation of ta’widiyah-based moral education and identifies its internal and external strategic factors at MAN 2 Bukittinggi. The study responds to the need for sustainable Islamic character formation amid differences in student participation, managerial coordination, and the influence of digital culture. A qualitative case-study design was employed. Data were collected through observation, semi-structured interviews with teachers, school personnel, and students from grades X, XI, and XII, and documentation. Data credibility was strengthened through source, technique, and time triangulation, while analysis followed data reduction, data display, and conclusion verification. The findings show that ta’widiyah-based moral education is implemented through gradual habituation, consistent routines, teacher role modeling, supportive supervision and evaluation, and positive reinforcement. The SWOT analysis identifies teacher and institutional commitment, supportive facilities, and visible improvements in student discipline and conduct as major strengths. Weaknesses include uneven student participation, coordination gaps, and non-standardized monitoring. Opportunities include policy support, parental and community engagement, and educational technology, while threats involve negative social-media influences, policy changes, and inconsistent family support. The study contributes a strategic framework for strengthening Islamic moral education by integrating habituation with institutional management and digital-literacy development.]]>
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