The Influence of Brand Trust, Price Perception, and Customer Experience on Tomoro Coffee Cirebon Customer Loyalty

The internalization of fiqh values at MAN Insan Cendekia Serpong, South Tangerang City, was implemented through three interconnected stages: value transformation, value transaction, and value transinternalization. Value transformation involved delivering instructional content on worship and muamalah through lectures, discussions, question-and-answer sessions, and practical activities. Value transaction emphasized active teacher–student interactions to strengthen students' understanding and appreciation of religious values, while value transinternalization involved applying these values through consistent habituation in school and dormitory environments. Student character formation was supported by continuous instruction and habituation, reflected in religious commitment, discipline, honesty, responsibility, and respectful conduct. These characteristics were demonstrated through congregational worship, compliance with school regulations, and respectful interactions with teachers and peers. The findings suggested that fiqh instruction contributed to character formation by integrating moral knowing, moral feeling, and moral action, thereby extending beyond knowledge transmission to support students' moral and religious development. However, the internalization process varied among students and required sustained reinforcement through teacher role modeling, habituation, and institutional support.Based on these findings, teachers are encouraged to adopt varied, contextual, and reflective instructional strategies, integrate digital technology appropriately, reinforce positive behavioral changes, and conduct continuous character assessments. Schools should strengthen the consistency of religious habituation, dormitory supervision, and character development programs while fostering a supportive social environment. Families should collaborate with schools to reinforce religious and moral values beyond the educational setting. Nevertheless, the findings were limited to a single boarding school and did not establish whether students' observed behaviors would persist without institutional supervision. Future research should employ longitudinal and comparative approaches to examine the supporting and inhibiting factors influencing fiqh value internalization across different educational contexts, particularly the consistency of students' character-related behaviors within and beyond supervised school environments.