<![CDATA[Background: Health science students require academic competence accompanied by moral, spiritual, and professional orientations because healthcare decisions directly concern patient dignity, safety, and trust. Purpose of the Study: This study examines how health science students perceive Islamic Religious Education (IRE) as a moral and spiritual foundation relevant to professional character. Methods: A descriptive qualitative design was used with 16 first-semester students at STIKes Mitra RIA Husada Jakarta who had completed the Religious Education course. Data were obtained through an open-ended questionnaire containing 14 substantive questions covering learning purposes, learning experiences, character values, professional relevance, perceived changes in moral-ethical perspectives, curricular urgency, and suggestions for improvement. Responses were analyzed thematically through repeated reading, coding, category development, theme construction, and interpretation. Participant-level code frequencies were used only as descriptive indicators, not as population estimates. Results: Students associated their IRE experiences with tolerance/respect for differences (15/16; 93.8%), responsibility (13/16; 81.3%), honesty (12/16; 75.0%), empathy (10/16; 62.5%), and discipline (8/16; 50.0%). They also perceived discussion, case studies, reflection, and contextual examples as useful for connecting religious values with healthcare ethics. Conclusions: The findings indicate that students perceive IRE as a space for value internalization that connects spiritual orientation with professional responsibility. Because the study is based on self-reported perceptions, the findings should not be interpreted as causal evidence of character change.]]>
