<![CDATA[This study aims to analyze and synthesize conceptual patterns in the literature on Islamic religious education concerning the gap between knowledge and behavior (the knowing–doing gap), as well as to formulate an integrative conceptual framework based on muraqabah, muhasabah, mujahadah, and riyadhah (hereafter referred to as the 4M framework). The study employs an integrative literature review method, drawing on relevant national and international journal articles that address value internalization and behavioral transformation. Data were collected through systematic selection, information extraction, and integrative thematic analysis to identify patterns, approaches, and limitations within the existing literature. The findings indicate that most studies remain partial in nature, with a predominant focus on cognitive approaches and habituation, lacking systematic integration of spiritual awareness, self-reflection, and self-regulation dimensions. Furthermore, there is an absence of a comprehensive conceptual model capable of explaining the process of value transformation in a holistic and sustainable manner. This study reveals that the 4M framework demonstrates an interdependent relationship forming a cyclical process of behavioral transformation, although such integration has not been explicitly articulated in prior literature. In conclusion, the integrative 4M framework offers strong potential as a novel and comprehensive theoretical model for bridging the knowing–doing gap in Islamic education. This study contributes to the advancement of a more holistic theory of Islamic education and opens avenues for future empirical research.]]>
