<![CDATA[Islamic education today faces the challenge of declining social awareness and a growing sense of individualism among students. These conditions call for an educational model that balances academic knowledge, religious practice, and humanistic values. This study aims to analyze the implementation of humanistic Islamic education through the Asta Protas program and to describe the process of internalizing the values of harmony and love for humanity among students. The study uses a qualitative case study design at MTs Al Yakin Pungpungan. Data were obtained through observation, in-depth interviews, and documentation involving the head of the madrasa, teachers, program mentors, and students. Data analysis uses the interactive model of Miles, Huberman, and Saldaña. The research results show that Asta Protas serves as the main instrument for implementing humanist Islamic education through the culture of greetings, alms and charity, cooperation, social activities, teacher role modeling, habituation, and students' social experiences. The internalization of values is carried out through the stages of value transformation, value transaction, and value transinternalization, which increase students' empathy, tolerance, cooperation, social care, and responsibility. This study also found that a humanist madrasa culture emerged, marked by harmonious relationships between teachers and students, polite communication, and a conducive learning environment. These findings strengthen Abdurrahman Mas’ud's theory of humanist Islamic education, showing that integrating role modeling, habituation, social experience, and madrasa culture can be an effective means of fostering harmony and love for humanity.]]>
