https://journal.an-nur.ac.id/index.php/mubtadiin/issue/feed 2026-10-28T02:30:41+00:00 Nurul Hidayati Murtafiah nurulhm@an-nur.ac.id Open Journal Systems <p>Jurnal Mubtadi’in published by the IAI An Nur Lampung Selatan. Jurnal Mubtadi’in was published as an effort to disseminate scientific studies in the form of research results, book reviews related to Islamic education.</p> https://journal.an-nur.ac.id/index.php/mubtadiin/article/view/5955 2026-10-28T02:24:54+00:00 M. Nasor nasor@radenintan.ac.id Nina Ayu Puspita Sari ninaayupuspitasari@radenintan.ac.id

<p><em>This study aims to analyze the forms and processes of internalizing multicultural values through Islamic Religious Education (PAI) learning, their contribution to strengthening students’ religious moderation, and the supporting factors, inhibiting factors, and patterns of internalization at Madrasah Aliyah Hidayatul Mubtadiin. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, vice principals, Islamic Religious Education teachers, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing and verification. Data validity was established through source, technique, and time triangulation. The findings indicate that multicultural values are internalized by integrating tolerance, equality, respect for differences, justice, cooperation, and non-violence into the planning and implementation of Islamic Religious Education learning. The internalization process occurs through value transformation, value transaction through dialogue and interaction, and transinternalization reinforced by teachers’ exemplary behavior and the habituation of madrasah culture. This process contributes to strengthening students’ religious moderation, as reflected in tolerant attitudes, respect for differences, non-violence, fairness, and commitment to national values. Supporting factors include teachers’ exemplary behavior, relevant learning materials, participatory learning, and madrasah culture, while inhibiting factors include differences in students’ characteristics, limited instructional time, and the influence of the surrounding environment and digital media. In conclusion, internalizing multicultural values through Islamic Religious Education is an important strategy for strengthening religious moderation through a pattern of value integration, transformation, transaction, exemplary behavior and habituation, transinternalization, and the actualization of moderate behavior.</em></p> <p><em>&nbsp;</em></p> <p>&nbsp;</p>

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