<![CDATA[Objective: This research aims to explore the strategies for cultivating religious character in marginal and minority school contexts, focusing on Senior High Schools in the Kupang Archipelago, namely Muhammadiyah Kupang High School and Geovani Kupang High School. The study is motivated by growing concerns about declining moral values among students, where education appears overly focused on academics and detached from students’ personal development. Theoretical framework: The theoretical framework draws from character education theory, especially Lickona’s dimensions of moral knowing, moral feeling, and moral action, integrated with local values such as religious teachings, Pancasila, and Indonesian cultural heritage. Literature review: Literature on character education in marginalized and religiously diverse settings was reviewed, highlighting both the challenges and potential strategies that can be adapted to local sociocultural dynamics. Method: Using a qualitative field research approach, data were collected through interviews, observations, and documentation at both institutions. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. Results: The findings reveal that Muhammadiyah Kupang High School emphasizes habituation, direct teaching, exemplary role models, motivational efforts, and the enforcement of school regulations. Meanwhile, Geovani Kupang High School applies teaching, modelling, setting moral priorities, practising selected priorities, and reflective activities. Both schools foster cognitive (moral knowing) and affective (moral loving) aspects of character but differ in developing the psychomotor aspect (moral action), which is only evident in Muhammadiyah High School. Implications: The behavioral impact observed includes more active, cheerful, and cooperative students at Muhammadiyah High School, where inclusive values and shared responsibilities are emphasized. In contrast, students at Geovani High School appear more disciplined and neat, but some show lower engagement and joy, possibly due to their minority status and stricter school norms. Novelty: The novelty of this research lies in its comparative analysis of religious character education in minority and marginal settings, contributing new insights to the discourse on inclusive and adaptive moral education strategies.]]>
