<![CDATA[The digital era brings complex challenges in the form of moral disruption and ethical shifts among the younger generation. The Islamic education curriculum, especially in Islamic boarding schools, is required to have a solid philosophical foundation as an anchor for character to remain adaptive without losing its religious identity. This study aims to analyze in depth the process of internalizing the philosophical values of the curriculum in shaping the character of students facing the challenges of the digital era at Miftahul Hidayah Islamic Boarding School in Bondowoso. This study uses a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with key informants (Kiai, ustaz, and students), and documentation. The data analysis technique uses an interactive model that includes data reduction, data presentation, and conclusion drawing. The findings indicate that the philosophical foundation of the curriculum at Miftahul Hidayah Islamic Boarding School is rooted in Islamic theocentrism that integrates the values of turats with modernity through the principle of al-muhafadzatu ‘ala qadimi al-shalih wa al-akhdzu bi al-jadidi al-ashlah. The internalization process is carried out holistically through the stages of transformation, transaction, and transinternalization, relying on the exemplary behavior (uswah hasanah) of caregivers. This curriculum effectively functions as a moral filter and internal control (muraqabah) that fortifies students from the negative impacts of technology such as cyberbullying and destructive content. This study concludes that the success of character formation in the digital era depends heavily on strengthening spiritual "immunity" and a consistent Islamic boarding school habituation system. This research implies the importance of integrating traditional values into modern curriculum management as a solution to the digital morality crisis.]]>
