<![CDATA[Contemporary Islamic education faces the challenge of connecting religious values with learners' increasingly visual, mediated, and culturally diverse experiences. While prior studies have explored wayang as a medium of cultural preservation, religious communication, and moral education, little attention has been paid to how prospective teachers interpret wayang-based da'wah as a culturally grounded medium of Islamic value education. This study examines the relationship between perceived value transmission through wayang-based da'wah and students' conceptions of Islamic and cultural values, while exploring how students interpret the performance's educational meanings. A convergent parallel mixed-methods design was used. Quantitative data were gathered via a 5-point Likert questionnaire from 282 education students at Universitas Islam Bandung (census approach), analyzed through item validity testing, Cronbach's alpha, descriptive assessment, and simple linear regression. Qualitative data comprised 282 open-ended responses analyzed thematically via two-cycle coding. Results show a statistically significant positive relationship between perceived value transmission and students' value conceptions (β = .416, B = .681, t = 7.651, p < .001; R² = .173). Qualitative findings show students viewed narrative, visual symbolism, humor, music, and moral messages as key in making values accessible and reflective, though language, accessibility, format, and competing entertainment preferences remain limitations. The study concludes wayang-based da'wah is a promising culturally responsive medium for Islamic value education, offering interconnected pathways of narrative engagement, symbolic interpretation, reflective meaning-making, and value internalization—particularly relevant for prospective teacher education.]]>
