<![CDATA[Character education within Islamic educational ecosystems—particularly in pesantrens (Islamic boarding schools), madrasahs, and integrated Islamic schools—has historically faced complex paradigmatic challenges. These often involve a rigid dichotomy between religious sciences (fardhu 'ain) and general sciences (fardhu kifayah), as well as a separation between academic and non-academic activities. This comprehensive scientific research report aims to deeply examine the design of curriculum management and character-based extracurricular programs that synergistically integrate physical activities or sports and daily routines—such as worship and tahfiz (Quranic memorization)—grounded in the epistemological foundations of spiritual neuroscience and Islamic theology.Utilizing a qualitative and phenomenological approach based on the POAC (Planning, Organizing, Actuating, Controlling) management framework, this analysis outlines how educational institutions transform physical extracurricular activities—such as basketball, futsal, pencak silat martial arts, and scouting—into strategic vehicles for teaching adab (etiquette), leadership, and emotional regulation. Furthermore, this study explores the neurobiological mechanisms and structural components of the human brain—specifically neuroplasticity, the optimization of the prefrontal cortex as the center of rationality, and the limbic system as the center of emotional regulation—in the process of internalizing character values through routine worship and the memorization of short surahs from the Qur'an. Methods such as spaced repetition, chunking, and multisensory approaches are analyzed for their effectiveness in modifying the students' cognitive architecture.The findings convincingly demonstrate that the integration of classical methodologies—such as Imam Al-Ghazali’s concepts of riyadhah (spiritual exercise) and mujahadah (self-struggle)—with modern neuroscience principles produces a neurocognitive educational model that is measurable, adaptive, and holistic. Within this curricular constellation, sports function as a physiological catalyst that significantly strengthens self-regulation capacity, while spiritual routines stabilize the brain's neural architecture. This results in a well-rounded student personality: intellectually complete, physically resilient, and morally and emotionally refined. Ultimately, the evaluation of character education success is reconstructed to no longer depend exclusively on cognitive-scholastic scores, but rather to adopt neuroassessment principles that evaluate emotional stability, spiritual consistency, and social intelligence in real-life contexts.]]>
