<![CDATA[This study addresses a critical research gap in how Islamic Religious Education is internalized through a pesantren-based curriculum in correctional facilities. It examines how a pesantren-based curriculum internalizes Islamic Religious Education, focusing on institutional policy, value processes, and supporting and inhibiting factors. This study employs a qualitative phenomenological approach at the Class IIB Narcotics Correctional Institution in Banyuasin, utilizing observation, in-depth interviews, and document analysis. The findings reveal that Islamic religious values are internalized through three distinct stages: value transformation, value transaction, and value transinternalization. This process is reinforced by religious learning, habituation, exemplary conduct, mentoring, and continuous evaluation. Institutional policy, through the pesantren curriculum guide, provides a systematic framework for organizing religious activities. Furthermore, observed developments in religious awareness, worship discipline, self-control, and interpersonal relations emerge as qualitative manifestations of this internalization process. The continuity of this implementation is heavily shaped by institutional commitment, facility availability, instructor competency, and the diverse readiness of the inmates. Conclusion: The pesantren-based curriculum in correctional institutions systematically, progressively, and adaptively organizes the internalization of Islamic values within the correctional environment. This study expands Islamic education literature into correctional settings and offers a conceptual, adaptive framework for prisoner rehabilitation and religious development.]]>
