<![CDATA[Higher vocational education is not only oriented toward the development of technical competencies but also bears the responsibility of shaping students’ character and professional ethics as prospective members of the workforce. In the context of the Public Sector Financial Management Study Program, professional ethics is particularly important because students are prepared to engage in financial management, public services, and responsibilities related to the public interest. This study aims to analyze the implementation of Islamic Education in strengthening the professional ethics of students in the Public Sector Financial Management Study Program at Akademi Bisnis Lombok. The study employed a qualitative approach with a descriptive research design. Data were collected through observations of the learning process, interviews with lecturers and students, and documentation related to the implementation of Islamic Education. The data were analyzed through three stages: data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Islamic Education is not limited to the delivery of religious knowledge but also involves the internalization of Islamic values through learning activities and students’ academic lives. The core values developed include honesty, trustworthiness, responsibility, discipline, justice, cooperation, and social concern, which serve as foundations for strengthening students’ professional ethics. These values are internalized through lecturer role modeling, the habituation of positive behaviors, discussions of ethical cases, religious reflection, and the integration of Islamic values with situations that students may encounter in the workplace. This implementation contributes to developing students’ awareness that professional competence needs to be accompanied by moral integrity and social responsibility. The study concludes that Islamic Education plays a strategic role in strengthening the professional ethics of vocational students, particularly in preparing graduates who are not only technically competent but also possess integrity, responsibility, and a strong commitment to public service. This implementation model can be further developed as a contextual approach to Islamic Education that is aligned with the needs and characteristics of higher vocational education.]]>
