<![CDATA[This study examines how an Islamic organic education ecosystem contributes to students’ religious character development. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with 15 informants, eight weeks of participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with data trustworthiness established based on the criteria proposed by Lincoln and Guba. The findings identified four interconnected dimensions: the school’s religious culture as a hidden curriculum; the integration of the Smart Surau programs as contextual Islamic educational practices; student participation through muhadharah, didikan subuh, and religious competitions; and the development of religious discipline toward self-regulation. These dimensions indicate that religious character development occurs through the integration of habituation, role modeling, participation, social relationships, and community involvement. Based on these findings, the study proposes the Islamic Organic Education Ecosystem (IOEE) as a conceptual construct that integrates organic education, hidden curriculum, religious practices, and the educational community within an interconnected framework. This construct provides a perspective for understanding religious character development as an outcome of interactions among multiple components within an Islamic educational ecosystem.]]>
