Implementation of Congregational Dhuhr Prayer Habituation as School Culture for Developing Students' Discipline Character
DOI:
https://doi.org/10.22437/gentala.v11i2.56341Keywords:
School Culture , Congregational Dhuhr Prayer , Disciplinary Character , Elementary SchoolAbstract
This research was initiated by the need to strengthen students’ disciplinary character through the establishment of a religious school culture, especially through the regular practice of congregational Dhuhr prayer at the elementary school level. Initial observations conducted at SDN Ledug Kembaran Banyumas showed that the implementation of congregational Dhuhr prayer had not been fully effective. Several obstacles were identified, including students’ lack of punctuality in attending prayer sessions, limited order and discipline during prayer activities, inconsistent participation in congregational worship, and insufficient monitoring from teachers. The purpose of this study was to investigate how students’ disciplinary character was developed through the habituation of congregational Dhuhr prayer, examine the contribution of school culture in supporting this habituation process, and identify the challenges encountered during its implementation. This study adopted a qualitative approach with a case study design. Data were obtained through observations, interviews, and documentation involving the principal, sixth-grade classroom teachers, Islamic Religious Education teachers, and sixth-grade students. The collected data were analyzed using the Miles and Huberman model, which consisted of data reduction, data presentation, and conclusion formulation. The findings demonstrated that the habituation of congregational Dhuhr prayer contributed to strengthening students’ discipline, responsibility, orderliness, and religious values. Furthermore, the school’s religious culture supported this process through teachers’ exemplary behavior, active supervision, and the organization of structured religious programs. Nevertheless, the implementation still faced several challenges, including inadequate worship facilities, limitations in managing instructional time, and a lack of awareness among some students.
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