THE EFFECTIVENESS OF DHIKR HABITUATION IN SHAPING THE ISLAMIC CHARACTER OF FOURTH-GRADE STUDENTS

Abstract

Moral decline and the negative influence of gadget use pose significant challenges to character development among elementary school students, necessitating consistent religious habituation programs to instill moral values. This study aims to analyze the effectiveness of dhikr habituation after congregational prayer in shaping the Islamic character of fourth-grade students at SD Alam Muhammadiyah Kedanyang, Gresik. This study employed a descriptive qualitative approach, with ISMUBA teachers and fourth-grade students selected through purposive sampling as subjects. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The results show that dhikr habituation is carried out routinely and systematically after congregational Dzuhur and Ashar prayers, and is reasonably effective in shaping students' Islamic character. This effectiveness is reflected in the consistency of implementation, a shift in student motivation from rule compliance to personal awareness, and the continuation of dhikr habits within the family environment. The main supporting factor is program consistency, while the main obstacle is reduced concentration among some students due to peer distraction. These findings imply that ISMUBA teachers need to maintain their supervisory role and consistently reinforce dhikr habituation through varied and engaging approaches, supported by active parental involvement at home, so that student concentration can be better sustained and the internalization of Islamic character continues to progress from mere compliance toward genuine personal awareness.