<![CDATA[This research explores the foundational Islamic doctrine of student self-control education (mujahadah an-nafs, as-sabr, and kadzm al-ghaiz) rooted in Qur’anic teachings, systematically analyzing its direct conceptual application and practical mechanisms toward rectifying persistent behavioral misconduct and affective volatility among secondary school students within educational environments. Utilizing a qualitative desk-research design combined with systemic thematic content analysis, this investigation systematically synthesizes core textual insights from five authoritative Islamic theological books alongside secondary empirical findings extracted from peer-reviewed journal articles. The main findings demonstrate that Qur’anic self-discipline operates across three key dimensions: impulse containment (kaff an-nafs), affective management (kadzm al-ghaiz), and sustained moral commitment (al-istiqaamah). When systematically integrated into educational ecosystems, these spiritual pillars significantly curb peer aggression, suppress academic dishonesty, foster emotional maturity, and cultivate intrinsic academic self-regulation among learners. The novelty of this study bridges abstract theological precepts and applied educational psychology by offering an actionable behavioral matrix that translates classical Qur’anic spiritual self-regulation into concrete indicators for modern schooling character education. An approach grounded in spiritual awareness (muraqabah) proves substantially more sustainable and effective in reinforcing long-term student discipline compared to strictly punitive or coercive institutional enforcement. Consequently, this investigation highlights the urgent necessity to transition from reactive management toward proactive, value-integrated character development.]]>
