Students' Social Habitus in Islamic Religious Education: Between Learning Practices and the Reinforcement of Noble Morality
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Abstract
This literature study examines how Islamic Religious Education shapes students' social habitus through continuous habituation, accompanied by the reinforcement of etiquette, character, and noble morality. Employing a qualitative library research approach, this study analyzes various theoretical and practical sources to understand the mechanisms of habitus formation within the school ecosystem. The findings indicate that the formation of social habitus occurs through a synergy of structured repetition, teacher role modeling, interactive learning methods, school regulations, extracurricular activities, daily rituals, peer influence, and community service. The reinforcement of etiquette, character, and noble character happens gradually, starting from external compliance to full identification with Islamic values. A coherent school environment where all elements move in the same direction is a prerequisite for success in this process. The study concludes that Islamic Religious Education has a strategic function in producing students who are not only intellectually capable but also socially mature and morally resilient. These findings imply the need for curriculum development that prioritizes habituation and experiential learning over theoretical knowledge transfer, as well as the strengthening of teacher competencies and collaboration between schools, families, and communities.
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