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bibo:abstract "Educational practices at SMP IT LHI Yogyakarta demonstrate that Islamic Religious Education (PAI) learning based on the PHI Curriculum has been systematically implemented through habituation, role modeling, mentoring, and an educational environment that develops students’ perseverance, consistency, responsibility, and self-management. These practices exhibit characteristics of Academic Grit formation; however, they have not yet been systematically constructed into a model through academic inquiry. Therefore, they are important to examine in order to construct a model that can serve as a reference for developing similar practices in other Islamic schools. This study aims to analyze and construct a model for Academic Grit character formation, describe its implementation, and analyze its outcomes and implications at SMP IT LHI Yogyakarta.\r\nThe study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, vice principal for curriculum affairs, PAI teachers, and students. The data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation.\r\nThe findings show that Academic Grit is constructed as a tauhid-based multidimensional construct consisting of perseverance and resilience (perseverance of effort), consistency toward goals (consistency of interest), self-regulation, and mukallaf character grounded in trustworthiness, responsibility, and awareness of religious obligations. These four dimensions are formed through the integration of moral knowing, moral feeling, and moral action. The model consists of four integrated layers the fitrah-tauhid-tarbiyah philosophical foundation, the PHI Curriculum with seven literacies and Literacy Momentum; operational pillars comprising habit training, Project-Based Learning, positive discipline, the boarding system, mentoring, and teacher role modeling; and the internalization of the fourcharacter dimensions. The model is implemented through planning, implementation, and evaluation, supported by teacher coordination and parental involvement, while facing challenges related to disruptions in students’ habituation routines after boarding-home periods and limitations in character evaluation data. The implementation of the model has implications for improved academic and non-academic achievement, leadership skills, social life, resilience, and students’ readiness to face future challenges. Theoretically, this study positions Academic Grit as a planned curricular objective within the PHI Curriculum while offering a conceptual model that bridges Western grit theory with an Islamic value framework."^^xsd:string;
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skos:prefLabel "370. 114 Pendidikan Moral, Pendidikan Karakter" .
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