CHARACTER REINFORCEMENT IN GLOBAL ERA

This study aims to investigate the implementation of VWXGHQWV•(cid:3) KDELWXDWLRQ(cid:3) LQ(cid:3) schools and religious attitudes which are owned by them as an effort to strengthen positive behavior in globalization era. This research was conducted at Integrated Islamic Elementary School (SDIT) Insantama Bogor. The method used is descriptive qualitative method. The results showed that the school has a number of activities, with emphasis on habituation. Habituation at school refers to the value of the Islamic teachings. Since the entry gate to home school, students familiarize positive behavior. Students have a noble character or al-akhlãk al-karîmah through habituation derived from value of Islam. The students at SDIT Insantama Bogor familiarize the positive behaviour, so that they have a noble character, such as having a character to Allah (loving Allah), behaving whole hearted, behaving honest, feeling self-confident, behaving emphatic, forgiving, saying well, behaving tolerant, and having the character towards environment by loving the nature and keeping the environment clean.


INTRODUCTION
involved in education at school, like at SDIT (Integrated Islamic Elementary School/Sekolah Dasar Islam Terpadu). SDIT is the school which integrates the religion on every principle in its education as well as applies the system of full day school. This becomes a strategic place in managing the habit and discipline because the students spend more time at school.
One of the character formation methods at school is the habituation (Attaran, 2015;Ulwan, 2013). The character education is based not only on the understanding and knowledge but also through the process of habituation (Al Attaran, 2015). The activities of habituation train to do the positive behaviour at school especially religious behaviour. StudenWV· H[SHULHQFHV ZKLFK DUH REWDLQHG WKURXJK WKH KDELWXDWLRQ DW VFKRRO adhere and become a positive attitude in students. The positive habituation is committed to strengthen the religious attitude at school because the needs of religion are no longer avoidable. In globalization era, the religion becomes an LPSRUWDQW SDUW IRU UHLQIRUFHPHQW RI VWXGHQWV· FKDUDFWHU LQ GHDOLQJ ZLWK WKH global current.
7KH UHLQIRUFHPHQW RI VWXGHQWV· UHOLJLRXV EHKDYLRXUDO DWWLWXGH QHHGV WR be implanted since early. Every teacher has the same role in giving the PRGHOV DQG GHYHORSLQJ VWXGHQWV· KDELW (Khairi & Othman, 2016). However, implanting the religious attitude at school has a lot of obstacles. One of the obstacles is the existence of view which states that the one who should implant the religious attitude and the character for students is only the certain teachers, such as teacher of Religion and teacher of Citizenship Education. $V D UHVXOW RWKHU WHDFKHUV RQO\ IRFXV PRUH RQ WKH HPSKDVLV RI VWXGHQWV· cognitive ability (Khairi & Othman, 2016).
This study aims to give the habitual description conducted at SDIT Insantama, Bogor, which is committed by all teachers and religious attitude which grows in students. The research was focused on aspect of habitual process by observing the activities and analyzing their relationship with the religious attitude.
The research method used is descriptive method. Descriptive method is one of the qualitative methods to describe process and values transformation in daily activities (Putra & Lisnawati, 2012). The research DLPV WR GHVFULEH KRZ WR VWUHQJWKHQ VWXGHQWV· FKDUDFWHU DW VFKRRO 7KH research was conducted at SDIT Insantama, Bogor. Institutionally, the school at which the research was conducted is one of the oldest Integrated Islamic Elementary Schools in town and Bogor regency which has an A accreditation. The reason why chooses the research place because the elementary students are the effective time to implant the value, habit and behavior. This is because at this time the students are in behavioral formation.
The research is focused on the process of activity taking place at school which is obtained through observation, interview, and documentary study. The observation was committed on the activities of students, teacher, and school environment to coOOHFW WKH EHKDYLRU ZKLFK VWUHQJWKHQV VWXGHQWV· character. The interview was committed on students, teacher, and school PDQDJHPHQW 6WXGHQWV· EHKDYLRUDO VXVWDLQDELOLW\ ZDV DOVR FRQILUPHG ZLWK different condition and place (home) by interviewing the parents and handing out the questionnaires which were filled by students. The documentary study ZDV FRPPLWWHG WR VHH WKH VFKRRO SURJUDP DQG LWV UHODWLRQVKLS LQ VWXGHQWV· character reinforcement. The data were analyzed by using a qualitative analysis by doing the data collecting, data presenting, data reducing, and conclusion taking (Miles & Huberman, 1992).

DISCUSSION The Role of Religion in Global Era
The global discourse has run as time goes on entering the 21 st century. There are a number of characteristics which adhere to the global era. The global characteristics are marked by: 1. The mastery of communicative and informative technology. This time the power is viewed as the ability in mastering the access of communicative and informative technology. One who does not know this field will be left far away, like standing apart in the crowd. It is undeniable that in even educational world the technology and information have a very big role. If someone has deified the communicative and informative technology, what about the process of teaching, can it be replaced by technology? The wrong comprehension will bring a far distance in understanding the value of religious teachings with the power of technological current. 2. State without border, international cooperation will be very possible. The cooperation in various fields can be done internationally both for bilateral, regional, and international level. For instance, the agreement of ASEAN countries in economy joins the MEA (ASEAN Economic Society/ Masyarakat Ekonomi ASEAN). It contains the consequence for WKH PHPEHUV DQG WKH QDWLRQ·V VRFLHW\ LQVLGH LW ,W LV D FKDOOHQJH LI WDNHQ positively, but it is a threat if taken negatively. The comprehension of ASEAN progress togetherness for everything becoming the shortcoming becomes a challenge to be fixed. 3. Cooperation versus international competition which is not easy to be avoided will be something which is regarded as the competition because of having the same needs over the need fulfillment and the life welfare.
This can bring about an expansion in the field of trade, education and culture. Globalization era actually offers an opportunity as the challenge to fix the shortcoming. The shared commitment feels that the weakness is the challenge and opportunity to be fixed. So, the globalization era is not a threat (Nata, 2009). Based on the characteristic of global era, the role of religion becomes more and more clear and important in strengthening individuals dealing with the global competition. The shift of deviate value and behavior becomes the beginning of soul unhealthiness. One is easy to be affected by current and anxiety. Therefore, the reinforcement of religion becomes very important in formation of behavior or character.

Behavior or Character
7KH ZRUG ¶FKDUDFWHU· GHULYHV IURP $UDELF WKDW LV khuluqun, which PHDQV ¶EHKDYLRU FKDUDFWHU FXVWRP RU khalqun which means phenomenon and creation. Thereby, etymologically the character can be defined as behavior, disposition, custom, or the created behavioral system (Hasan, 2002). Character is the established spiritual condition (KDL·DK IURP VRPHRQH·V soul in behaving which can emerge spontaneously without speculation or consideration (Al Ghazali, 2013). The character is the unconscious pattern generated from habits in consistent daily life (Zuhdi, 2009).
In Islamic view, the character can be classified into two parts, namely: good character and bad character. Good character reflects the behavior which shows the values of religion, Islam and good deeds (Hasan, 2002). There are many forms of good character, among other things: 1) the character related to Allah as the creator, 2) the character related to interaction among humans, 3) the character related to environment (Shihab, 2007). This shows that there are some aspects which can be categorized in behaving which is known as the character, character to Allah, oneself, other people, DQG HQYLURQPHQW $OO RI WKHP EHFRPH XQLW\ LQ LQGLYLGXDO·V OLIe which cannot be separated.
On the contrary, bad character is the behavior which does not do the values of religion, Islam and good deeds. The bad character brings about the behavior which is disliked by other people, such as: bad-tempered, envious, arrogant, dishonest and rude.
Everybody lives in interaction and shows the behavior related to what he or she faces. Behavior or character derives from the value of Islamic teachings belonging to that good character which are familiarized to students, while the bad character is the behavior which emerges due to the weakness and stupidity. The character needs a social interaction in which we interact with other people (Cunha, Martins, & André, 2016).
The objective of Islamic education is to have the good religious attitude in everyone. The religious attitude is a behavioral tendency directing to noble character. Attitude is part of domain affection related to attention, attitude, and full comprehension (Linn & Grundlund, 1995) The attitude will show up when it is faced to an object. The religious attitude can be identified based on the broadness of religious competence scope which needs possessing. The religious attitude has been proven to have contributions on LQGLYLGXDO·V EHKDYLRU Hedwinusana, Sedanayasa, & Mudjijono state that someone having the religious attitude will be able to avoid the deviate behaviour. This means that one who has the good religious attitude will be able to push down the deviate behaviour (Hedwinusana & Sedanayasa, 2013).

The Method of Habituation
To extend to an ingrained behavior, the habituation is required to UHLQIRUFH VRPHRQH·V FKDUDFWHU RU EHKDYLRU 7KH EHKDYLRU LPSODQWHG VLQFH early is much better because at this time children are in the right time to GHYHORS DQG IRUP VRPHRQH·V EHKDYLRU Managing the good behavior needs doing since early. The roles of family and school are undeniable in the IRUPDWLRQ RI FKDUDFWHU 7KH UHVXOWV RI 6DQLDSRQ·V UHVHDUFK VKRZHG WKDW the habituation at PAUD (Early Age Child Education/Pendidikan Anak Usia Dini) could increase the discipline (Saniapon, 2013). The form of discipline built is the discipline in tiding up the stationery, keeping up with the activities of learning, and saying the prayers. The habituation at PAUD can also LQFUHDVH VWXGHQWV· SROLWH EHKDYLRU (Hasnah, 2014).
The application of character values through religious and social DWWLWXGH ZLOO ZRUN RXW ZHOO E\ LQYROYLQJ WKH SDUHQWV· UROHV DW KRPH DQG LQ WKH neighborhood (Zuwirna, 2015). One of the ways in improving and implanting the behaviour besides through teaching is through habituation (Ulwan, 2013). Teaching is a theoretical aspect in improvement and education, while habituation is a practical aspect in formation and preparation. Habituation is the thing which is proper to be done in the process of education. Something which is practiced will be much more GHYHORSLQJ DQG PHDQLQJIXO WKDQ D WKHRU\ $V VWDWHG LQ WKH +DGLWK WKDW ´7KH EHVW PDWWHU LV VRPHWKLQJ IDPLOLDUL]HG DOWKRXJK LW LV D OLWWOHµ + 5 +DNLP

The Founding of Character at SDIT Insantama Bogor
6WXGHQWV· FKDUDFWHU UHLQIRUFHPHQW DW 6',7 EHORQJV WR WKH VFKRRO mission; that is, the integrative Islamic personality formation (Widjajakusuma, 2013). Besides being on religious dimension, the personality having the value and noble character becomes unity of each aspect in educational components. Synergy of each component in it becomes an unseparated thing. SDIT Insantama Bogor has been preparing the learning components, among other things: teachers, curriculum and means of infrastructure which are in accordance with various things becoming the basis of Islamic education at school. Islamic education becomes r]h in educational implementation at SDIT Insantama Bogor. Every teacher pays DWWHQWLRQ WR VWXGHQWV· FKDUDFWHU DQG EHKDYLRU E\ JLYLQJ WKH PRGHOV DQG conducive environment.
The teachers giving the models to students and the conducive environment can create the strong character in students. It is also proven in WKH UHVXOWV RI :HNNH 6DKODQ·V UHVHDUFK WKDW HGXFDWLQJ VWXGHQWV· FKDUDFWHU DW school is not only enough with the learning quality in the classroom or extra hours, but also necessarily with the conducive school culture, namely: habituation, model, and polite invitation (Suardi & Sahlan, 2014).
+DELWXDWLRQ EHFRPHV WKH LPSRUWDQW HPSKDVLV LQ UHLQIRUFLQJ VWXGHQWV· character at SDIT Insantama Bogor. The habituation of positive behavior at SDIT Insantama Bogor is committed from entering school to going home. The activities done every day in discipline become a habituation. These activities require supports of each component. There are two strategies in developing the discipline on students. The first one is through curriculum FRQWDLQLQJ VWXGHQWV· GLVFLSOLQH ZKLFK FDQ EH LPSOHPHQWHG E\ VFKRRO 7KH second one is the discipline educational strategy which can be applied by parents, school, and educators (Ismail, Rohani, Abdul, Sufi, & Yusoff, 2013).
The habituation is committed by all teachers and committed on all subjects. The headmaster emphasizes that every teacher at SDIT Insantama Bogor is teacher of religion, so that every teacher has the same obligation in paying attention to studeQWV· FKDUDFWHU 7KH VFKRRO KDV D FRPPLWPHQW LQ preparing the educators who have Islamic personality and noble character. The teachers teaching at SDIT Insantama Bogor have passed the selection, RQH RI ZKLFK HPSKDVL]HV WHDFKHUV· SHUVRQDOLW\ RU FKDUDFWHU (Cahyono, 2014).
As investigated by Rahmawati, WHDFKHUV· UROHV EHFRPH LPSRUWDQW LQ developing the good character. Teachers act from the beginning of learning to the end of learning. In all the learning activities, teachers implant the values or character to the students. The result of habituation committed by WKH WHDFKHUV VKRZHG WKH GHYHORSPHQW RI VWXGHQWV· PRUDO YDOXHV (Rahmawati, 2014). Table 1 describes the activities of habituation at SDIT Insantama Bogor when students arrive at school until they go back home. Data in the Table 1 were gained from the result of interview with the teachers at SDIT Insantama Bogor, reinforced by data from the result of observation which was conducted by researcher.

No. Time
The Implanted Habituation 1.
When arriving at school gate.
Teachers welcome and interact with the arriving students. The students are familiarized to say the greetings, smile and greet the teachers and friends who have arrived at school.

2.
When arriving in the class. Students are familiarized to neatly put the shoes on the available shelf, keep the class clean by not discarding the garbage carelessly and keep themselves clean. Before the class begins in the morning, teachers inspect the FODVVURRP FOHDQOLQHVV DQG VWXGHQWV· FOHDQOLQHVV (fingernails, teeth, hair, and clothes).

3.
In the beginning of learning.
Teacher asks the students to say the prayers before studying. 4.
In the learning. Teachers condition the students to actively be involved in the class. Teachers give an appreciation to the active students, such as: questioning, answering, doing the task, and working together with their groups. The appreciation is given in the form of value written down on the score blackboard.

5.
When Guha time comes. Students are familiarized to perform Guha prayer together in the classroom. After Guha prayer, teacher gives short advice related to character. 6.
When taking a break. Students are familiarized to eat and drink in the sitting position, wash their hands before eating, say grace before eating, and keep the cleanliness. 7.
When ‡uhur and Ashar prayers come.
When performing ‡uhur and Ashar prayers in the mosque, students are familiarized to put sandals neatly, say the prayer for entering the mosque, perform sunnah prayer before obligatory prayer, recite the Quran, and perform ‡uhur and Ashar prayers together in orderly and devout way. 8.
When Monday-Thursday come.
On Mondays and Thursdays, students are motivated to do sunnah fast. 9.
When leaving school. By the end of the class, students are familiarized to say the prayers together, say the greetings, and scatter in an orderly way.
The above habitual activities are carried out every day. The habituation is carried out to manure the courtesy towards teachers and friends, courtesy of studying, courtesy in the mosque, discipline, and to train prayers and sunnah fast.
The courtesy towards the teachers and friends among other things are saying the greetings if running into the others, behaving friendly, smiling, and behaving polite. The courtesy of studying is trained in the form of saying the prayers before studying, keeping up with the lessons well, behaving orderly, NHHSLQJ WKH FODVV FOHDQ DQG NHHSLQJ VWXGHQWV· FOHDQOLQHVV 7KH FRXUWHV\ LQ WKH mosque is trained in the form of saying the prayers for entering the mosque, performing sunnah prayer and reciting the Al-4XU·DQ, performing ‡uhur and Ashar prayers together in orderly and devout way, keeping the orderliness and the mosque cleanliness.
The implant of character committed at SDIT Insantama Bogor is equivalent to the educational concepts stated by Al-Ghazali, that is, the education implants the character to Allah, the character to parents, the character to eat, the character to drink, the character to environment, and the character to put on the clothes (Al . It is also the same as stated by Shihab that the good characters are: 1) the character related to Allah as the creator, 2) the character related to interaction with human, and 3) the character related to environment (Shihab, 2007).
The activities of habituation at SDIT Insantama Bogor are committed in order to be familiar with doing the good deeds. The habituation also becomes one of the ways to form the character (Abdurrahman, 2016). The habituation in attempting to build the good behavior has to be done since early, as it will be easier to do. As stated in Malayan proverb that ´PHOHQWXU buluh, biarlah diwaktu rebungn\Dµ (bamboo is easiest to be formed when its shoot is still young) (Daud, 2013). ,W LV DOVR WKH VDPH DV IRUPLQJ VWXGHQWV· character. It will be easier to be done since early.
In the process of character formation at school, teachers can give the praise to students who behave good and obedient to school regulations, and give the prize to the students who show the moral value and the high character. For students breaking the rules, making the noise, not keeping the cleanliness, and showing another bad behavior are given a reprimand or a punishment (Khairi & Othman, 2016).
At school, the habituation must be enforced by all stakeholders. Building the good behavior is not only a task for a teacher of Islamic Religion Education, but also a task for all teachers. Therefore, SDIT Insantama Bogor has emphasized that every teacher has a responsibility in religious education DQG SD\LQJ JRRG DWWHQWLRQ WR VWXGHQWV· FKDUDFWHU 'HVSLWH WKH WHachers of certain subjects, they have an obligation to direct the religious habituation at Arriving at school in the morning.
Every day in turn a teacher welcomes students in front of school gate. The teacher smiles and greets the VWXGHQWV 6WXGHQWV NLVV WKH WHDFKHU·V KDQG DQG respond to interaction by smiling and greeting each other.
The teachers discipline the students before entering the classroom. The students are asked to march, and then the teachers check out the cleanliness, such as:

ILQJHUQDLOV WHHWK DQG VWXGHQWV· FORWKHV
The teachers ask the students to say the prayer. The teachers and students interact in the process of learning in accordance with the running lesson hours.
In the process of learning, the teachers give an appreciation to the active students. When Guha time comes, the teachers invite students to perform praying together with recitation which is recited for the certain classes to check out the prayer recitation. 7KH WHDFKHUV LQVSHFW VWXGHQWV· DFWLYLW\ DJHQGD DW KRPH containing the prayer activities, reciting al-Qur·an, and other activities. StudeQWV· GDLO\ DFWLYLW\ DJHQGD DW home are found out by their parents by giving the SDUHQWV· VLJQDWXUH Teachers call the certain students who are considered WR QHHG WKH WHDFKHU·V JXLGDQFH WR GLJ WKHLU SUREOHP and seek the way out together.

2.
In the afternoon when taking a break and 1uhur prayer.
When 1uhur prayer comes, the teacher invite students to preform praying together. When waiting for the obligatory prayer, students are familiarized to sit in an orderly way and perform sunnah prayer or recite the Quran. The teacher gives a short lecture after ‡uhur prayer and gives an appreciation to the students who keep the orderliness when performing praying. When taking a break, the teachers interact with the students in an informal activity, like listening to VWXGHQWV· VWRULHV DQG FUDFNLQJ D MRNH ZLWK RQH DQRWKHU.

3.
In the afternoon when performing.

Ashar prayer and
The teachers invite the students from the 3 rd to 6 th grades to perform Ashar prayer together. The students in the 1 st and 2 nd grades have gone home at two

7HDFKHUV· $FWLYLWLHV leaving school.
R·FORFN VR WKDW WKHUH LV QR WKH DFWLYLW\ RI Ashar prayer together at school. The teachers remind the students to motivate them so as to carry out the fast on Mondays and Thursdays, and the teachers give an appreciation to the students who carry it out.
The activities in the Table 2 are regularly carried out by all teachers every day. Besides the routine activities, there are also the activities committed incidentally, such as: Ramadhan pesantren activities, commemoration of Islamic holiday, and social activities committed in UHLQIRUFLQJ VWXGHQWV· FKDUDFWHU 7KH LQFLGHQWDO DFWLYLWLHV DUH FDUULHG RXW E\ DOO teachers.
From the results of observation at school, the habituation committed E\ VWXGHQWV RI 6',7 ,QVDQWDPD %RJRU JLYHV FRQWULEXWLRQV WR VWXGHQWV· positive behavior. The results of observation are reinforced by the same research results that the habituations of religious behavior, like saying the greetings, smiling, greeting, saying the prayers, reciting the al-4XU·DQ, and doing the sunnah IDVW KDYH JHQHUDWHG VWXGHQWV· KXPEOH WROHUDQW DQG SROLWH character (Suardi & Sahlan, 2014). The habituation at school also increases the discipline (Saniapon, 2013) and increases the polite behaviour (Hasnah, 2014).
)RUPLQJ VWXGHQWV· JRRG KDELWV LV QRW RQO\ VFKRRO·V UHVSRQVLELOLW\ EXW DOVR SDUHQWV· REOLJDWLRQ ,Q WKLV FDVH WKH VFKRRO KDV ZRUNHG WRJHWKHU ZLWK WKH parents to stand up for the good behaviour when the students are at home, like performing the obligatory prayers and sunnah prayers, reciting the al-4XU·DQ, covering all parts of body except face and hands, and restricting watching TV at home. The results of interview with parents showed that the parents did not go through difficulties to direct their children doing the good habits implanted at school, especially to students from the 4 th grade and up.
´:KHQ WKH FKLOGUHQ HQWHU WKH th grade, there are a lot of changes in them. If they are in the low grades (1-3), they still need persuasions very much, so as to be able to perform praying or reciting the al-4XU·DQ; nevertheless, after the 4 th grade the children themselves do the activitiHV ZLWKRXW EHLQJ SHUVXDGHG RU DVNHGµ (FOSIS/ Forum Orang Tua Siswa SDIT Insantama Bogor, 2014).
7KH FKDQJH RI VWXGHQWV· EHKDYLRXU FRQYH\HG E\ WKH SDUHQWV DERYH LV the result of the repetitive habit at school and has become the awareness. This habit has become the part in students. As stated by Al Ghazali and Zuhdi that the behaviour emerges spontaneously without speculation and consideration which constitute the pattern which is not realized and generated from the habits in the consistent daily life (Al Ghazali, 2013;Zuhdi, 2009). The next stage of the habit is the awareness of habituation. The awareness of habituation burgeons as the development of thinking goes on.
7R JDLQ WKH GDWD RI VWXGHQWV· FKDUDFWHU WHQGHQF\ WKH TXHVWLRQQDLUHV were given to the students. The questionnaire contains the statement about character to Allah (loving Allah and behaving wholehearted), character to themselves (behaving honest, self-confident, emphatic, forgiving, saying well, tolerant), and character to environment (loving the nature and keeping the environment clean). The data gained from the questionnaire can be seen in the Table 3 Character to Allah has a high percentage. It means that in akidah and tauhid the students know that only Allah becomes the basis in doing the worship. Character to themselves, other people and environment also has the high percentage. The students are able to show the best behavior for themselves, other people, and environment. The average of percentage of the VWXGHQWV· FKDUDFWHU WHQGHQF\ DFTXLUHV Character to Allah is the contributions of the habituation pattern committed at school, among other things are: the habit of praying together, praying Guha, fasting sunnah, and the advice conveyed by the teachers. In addition, while the process of learning is taking place, the process of love internalization to Allah is committed through the subjects as committed by Subarkah et al., (2016). 7HDFKHUV· FRPSUHKHQVLRQV DQG H[SHULHQFHV LQ applying the pattern of habituation at school are very important (Fakhruddin, Alwi, Hamzah, Bahasa, & Sains, 2013). Teachers, in this case, act in giving the example of good worship practice. The pattern of habituation formed at VFKRRO LV WLUHG WR EH GHIHQGHG XQWLO DW KRPH DV VWXGHQWV· VHFRQG HQYLURQPHQW through working together between the stakeholders and the parents.
Character to themselves which is built shows honest, disciplinary, and good self-confident attitude. The honest attitude, in some cases, is a problem which frequently emerges in educational world. Alireza (2012), in his results of research, found the process of dishonesty during the process of learning in the class, like cheating. Therefore, the pattern of habituation in implanting the honest attitude is very important. The activity of honest habituation is committed in the process of learning. For instance, in the test the students are emphasized to do it by themselves without asking or giving the answers to the other students. The teachers also emphasize the students to have the discipline in keeping up with the activity of learning, come to the school on time, put the items in their place, put the shoes on the available shelf, put away the items after use, keep the class clean by not discarding the garbage carelessly, and keep themselves clean. In the morning the teachers inspect the FODVV FOHDQOLQHVV DQG VWXGHQWV· FOHDQOLQHVV ILQJHUQDLOV WHHWK KDLU DQG FORWKHV 6WXGHQWV· VHOI-confidence is built by way of the praises given by the teachers over the behaviour and achievement acquired by the students. The students showing the high interest when the class is taking place, such as questioning, answering, doing the task, being able to work together in groups, are given the value which is written on the score blackboard.
The results of questionnaire show that the character related to other people and environment also shows the good result. Character to other people which is emphasized is emphatic, forgiving, saying well, and tolerant. The character to other people is the social interaction among students, students and teachers, and students and parents. The students are familiarized to help each other if there is a friend who needs some helps, and see the sick friend as the emphatic form. The forgiving attitude and the tolerance seem from the minimum of quarrel among students. Meanwhile, the habituations by saying the greetings, smiling, and greeting if running into teachers, parents, or other friends direct the students to say well.
7KH VWXGHQWV· DWWLWXGH LQ GHDOLQJ ZLWK D VLWXDWLRQ RU DQ REMHFW LV D reflection of character and becomes a concept in self. A self-concept is the cohesiveness between knowledge and deed, guided by a clean heart as the basis of the belief. The self-FRQFHSW LQ $O *KD]DOL·V FRQFHSW LV QDPHG tazkiyat an-nafs, encompassing three elements, namely: belief, knowledge, and deed (Jaafar, Halim, Asiah, & Muhamad, 2012).
The habituation of positive behaviour enforced at SDIT Insantama Bogor has a harmony with the religious attitude derived from the values of Islamic teachings. The behaviour which is continuously committed will be a habituation and adhere to oneself. It needs no a long time by repeating 60 times, something which is continually repeated will be a habituation (Keller & Papasan, 2013). What is said in the meaning of character according to Al Ghazali can be explained that a repetitious behavior will be an ingrained behavior when the same condition emerges spontaneously. Familiarizing a good behavior is equally as difficult as familiarizing a bad behavior. If so, it does not need to waste the time by familiarizing something bad. The good FKDUDFWHU LV D WRNHQ RI VRPHRQH·V DELOLW\ LQ PDQDJLQJ WKe emotion. The emotionally smart people are those who have the noble character (Abdullah Kamal & Ghani, 2014).
7KH FKDQJH RI LQGLYLGXDO·s behavior due to the continuous practice will be an ingrained behavior (Atkinson, Atkonso, Smith, & Bem, 2000). The learning of habituation needs to be accompanied by a comprehension in order that there are no forms of static, mechanical, and meaningless habituation (Ramayulis, 2010). Thereby, the habituation will be meaningful when it is accompanied by the comprehension and in the long run will give the positive effects on religious attitude.

CONCLUSION
There are a number of habituations applied to the students of SDIT Insantama Bogor from entering to leaving school. The habituations are committed by all teachers. The habituations committed have contributions to the religious attitude. The religious attitude is a tendency of behavior directing to behavior or noble character. The character which is successfully built at SDIT Insantama Bogor is the character to Allah by loving Allah and behaving whole hearted, the character to themselves related to honesty, selfconfidence, empathy, forgiving, saying well, and tolerance, the character to environment by loving the nature and keeping the environment clean.