<![CDATA[This research is motivated by the importance of addressing the challenges of degradation in students' environmental care character and the decline of social empathy in the digital era through religious education. This study aims to describe the implementation of Akidah Akhlak learning, analyze its value internalization process, and identify the supporting and inhibiting factors in shaping students' environmental and social care characters at MTs Ar-Rohman 2 Sulang. The research method applied a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation studies involving the Vice Principal of Curriculum, Akidah Akhlak teachers, and students. Data validity was tested using source and technique triangulation, while data analysis followed interactive steps consisting of data reduction, data display, and conclusion drawing. The results showed that the implementation of Akidah Akhlak learning was carried out contextually by linking learning materials (such as ta'awun, amanah, and khalifah fil ardh) with real actions, including classroom duties, community service, almsgiving, and social work. The value internalization process occurred gradually through three interconnected paths: classroom learning, direct teacher modeling, and the madrasah's culture of habituation. The main supporting factors included the consistency of madrasah culture and peer support. Meanwhile, the inhibiting factors were the influence of family and social environments outside the school, limitations in students' motivation, and the absence of standardized character evaluation instruments. This study concludes that Akidah Akhlak learning is effective in shaping students' ecological and social behavior when systematically integrated with teacher exemplary and a supportive madrasah ecosystem.]]>
