Taujih as a Model of Religious Character Internalization in Islamic Primary Education: A Case Study at MI Muhammadiyah 2 Probolinggo, Indonesia

Abstract

Religious character formation in Islamic primary education requires a process of value internalization that extends beyond the transmission of religious knowledge. Although previous studies have examined religious habituation, school culture, and Islamic education practices, limited attention has been given to how religious guidance programmes operate as mechanisms of character internalization among madrasah ibtidaiyah pupils. This study examines the implementation of the Taujih programme and analyzes the process of religious character formation among students at MI Muhammadiyah 2 Probolinggo, Indonesia. Employing a qualitative case study approach, this research involved the head of the madrasah, teachers, students, and parents selected purposively. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed through data reduction, categorization, thematic analysis, data presentation, and conclusion verification. Data credibility was established through source and methodological triangulation. The findings demonstrate that Taujih functions not merely as a religious instruction programme but as a process of character internalization embedded within madrasah culture. Religious values are developed through contextual religious messages, teacher role modelling, habituation, students’ personal responses, and reinforcement from family environments. The internalization process occurs progressively from understanding religious values, developing moral motivation, practising religious behaviours, and establishing consistent habits. The resulting character development appears in three interconnected dimensions: ritual, personal-moral, and social dimensions. This study contributes to Islamic education research by formulating Taujih as a religious character internalization model based on madrasah-family continuity at the primary education level. The findings highlight the importance of integrated guidance, exemplary educators, habituation practices, and family involvement in sustaining students’ religious character development.