<![CDATA[This article aims to construct a conceptual model of holistic education that integrates universal values in Surah Al-Māʿūn (Q.S. 107) with Erikson's psychosocial development theory and Bronfenbrenner's ecological theory. Using a qualitative approach and in-depth literature review, this study conducts a maqāshidī interpretation analysis of Surah Al-Māʿūn based on the book At-Tahrīr wa at-Tanwīr by Ibn 'Āsyūr. The results of the analysis show that this surah not only contains socio-spiritual criticism, but also contains four pillars of structured educational values: (1) active social concern (al-māʿūn), (2) inclusive justice for the vulnerable, (3) integrity and sincerity in worship, and (4) eschatological awareness as the basis of ethics. These values are then synergistically mapped into Erikson's stages of psychosocial development (the how) and Bronfenbrenner's layers of ecological systems (the where), with maqāshid serving as the philosophical-teleological foundation (the why). This synthesis produces the “Maqāshid-Based Socio-Emotional Learning (SEL)” model, which offers an operational framework for developing a coherent, contextual, and character-building-oriented curriculum, pedagogy, and school ecosystem. This article makes a significant contribution to the discourse on interdisciplinary education by bridging the fields of Qur'anic interpretation, developmental psychology, and educational ecology, as well as offering solutions to the crisis of meaning and alienation of values in contemporary education.]]>
