<![CDATA[This qualitative case study examines how secondary-school students' spiritual values are internalized through a learning-by-doing strategy embedded in the mosque-based Safari Subuh program at SMP Muhammadiyah 9 Jakarta. Using a naturalistic inquiry framework, data were generated from 21 purposefully selected informants—one principal, two Islamic Religious Education teachers, three mosque caretakers, and 15 students—through pre-dawn observations, semi-structured interviews, and program-related documents. Analysis followed Miles, Huberman, and Saldaña's interactive model, supported by source and method triangulation. The findings indicate that Safari Subuh operates as an experiential sequence connecting concrete participation in worship and communal routines with reflection, meaning-making, and renewed responsibility. Student roles in adhan/iqamah, peer coordination, and charity management provided contexts for practicing discipline, accountability, and service. Across interviews, journals, observations, and stakeholder accounts, repeated participation was associated with perceived or observed development in reverence, self-regulation, personal responsibility, and socio-spiritual empathy. These findings are context-bound and do not establish causal program effects. The study contributes a process-oriented explanation of how experiential learning within a sacred community environment may support spiritual-value internalization through repeated practice, reflection, leadership, and school-community reinforcement.]]>
