<![CDATA[This study explores how Islamic dress education operates as moral socialization in an Islamic junior high school, examining its enactment, students' interpretations, and contextual influences. A qualitative case study involved 23 semi-structured interviews, 12 observation sessions, and document analysis over three months. Participants were purposively selected, and data underwent thematic analysis through iterative coding and comparison across sources, supported by NVivo 12 Pro. Findings reveal that religious explanation, teacher modelling, supervision, and habituation connected dress practices with expectations of modesty, responsibility, and self-regulation. However, compliance reflected diverse motivations and did not establish moral internalization. Family involvement, teacher consistency, peer relationships, and social media shaped students' responses. The study's originality lies in interpreting Islamic dress education as embodied, relational moral socialization, highlighting how students negotiate institutional expectations within interconnected social environments. The study contributes a contextual framework linking everyday religious practices, student agency, and moral meaning, without asserting causal reductions in misconduct. Its implications support combining religious explanation, reflective dialogue, consistent modelling, and family engagement to promote meaningful moral learning while respecting differences in students' experiences and interpretations of dress requirements.]]>
