Abstract
Islamic moral education serves as the main foundation for forming student character in primary schools. In the current digital era, heavy information flows trigger various moral degradation phenomena, such as declining discipline and fading adherence to socio-religious norms. This descriptive qualitative study aims to analyze the operational strategies of PAI teachers at SDN Karanganyar 01 in internalizing Islamic moral values through Thomas Lickona's three stages of character development (Moral Knowing, Moral Feeling, and Moral Action), identify supporting and inhibiting factors, and evaluate their impact on student discipline habituation. Data were collected through participatory observation, indepth interviews with the principal, PAI teachers, homeroom teachers, and students, as well as documentation analysis. Data validity was tested using source and method triangulation. Results indicate that integrating moral knowledge through exemplary stories, Islamic emotional reinforcement, and practical worship habits (such as congregational prayer and discipline-based rule enforcement) significantly builds students' discipline and politeness. Synergy between school policies and home habituation acts as a decisive factor in internalizing noble character.