Religious Habituation and Character Formation through Congregational Dhuhr Prayer in Strengthening Student Discipline
DOI:
https://doi.org/10.59944/postaxial.v3i4.2224Keywords:
Character education, Congregational Dhuhr prayer, Discipline, Religious habituation, Self-regulationAbstract
This study examines how congregational Dhuhr prayer habituation is experienced differently by students and how a supervised school routine may support, but does not automatically establish, self-regulation. A qualitative descriptive case study was conducted in Grade VIII C at SMP Negeri 5 Ambarawa. Semi-structured interviews with an Islamic Religious Education teacher, a homeroom teacher, and five students were collected on 24 September 2026 and interpreted through thematic analysis and source comparison. The program uses class scheduling, two prayer sessions, teacher accompaniment, attendance recording, and guidance. The interviews reveal contrasting patterns: S1 and S5 reported greater time awareness and responsibility; S2 described better management of break time; S3 reported inconsistent participation; and S4 continued to rely on reminders. Limited ablution-water access, unfinished assignments, and fatigue also affected punctuality. The findings suggest that visible participation and internalized discipline are analytically distinct, with student responses shaped by both personal readiness and school conditions. The study contributes a comparative account of these differing responses within one routine. For character education, attendance monitoring is best complemented by teacher modelling, brief reflection, differentiated guidance, and adequate facilities. As the evidence derives from a single interview-based case, sustained behavioral change cannot be inferred
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