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Strengthening religious character in primary school students requires more than the delivery of religious knowledge; it requires a school environment that consistently translates Islamic values into daily habits. This Community Service Program (PkM) was conducted at Al Karim Nature Elementary School, Lampung, to strengthen students' religious character through an Islamic school culture program. The program integrated congregational worship, Qur'an recitation, dhikr and prayer, Islamic greetings, polite communication, cleanliness, discipline, teacher role modelling, and daily worship monitoring. Implementation included planning and coordination, program strengthening, participatory practice, mentoring, and evaluation. The results demonstrated high student enthusiasm, improved participation in religious activities, stronger discipline and responsibility, and the development of positive habits, including respectful communication, helping others, maintaining cleanliness, and engaging in Qur'anic activities. Daily worship records supported continuous monitoring and communication between the school and families. Overall, the program strengthened collaboration among teachers, students, parents, and the community service team, indicating that an Islamic school culture provides a holistic and sustainable approach to internalizing religious values in elementary education.
Strengthening religious character in primary school students requires more than the delivery of religious knowledge; it requires a school environment that consistently translates Islamic values into daily habits. This Community Service Program (PkM) was conducted at Al Karim Nature Elementary School, Lampung, to strengthen students' religious character through an Islamic school culture program. The program integrated congregational worship, Qur'an recitation, dhikr and prayer, Islamic greetings, polite communication, cleanliness, discipline, teacher role modelling, and daily worship monitoring. Implementation included planning and coordination, program strengthening, participatory practice, mentoring, and evaluation. The results demonstrated high student enthusiasm, improved participation in religious activities, stronger discipline and responsibility, and the development of positive habits, including respectful communication, helping others, maintaining cleanliness, and engaging in Qur'anic activities. Daily worship records supported continuous monitoring and communication between the school and families. Overall, the program strengthened collaboration among teachers, students, parents, and the community service team, indicating that an Islamic school culture provides a holistic and sustainable approach to internalizing religious values in elementary education.
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