<![CDATA[This research explores the paradoxical phenomenon between formal religiosity and moral consciousness in the context of Islamic Religious Education at SMAN 1 Kawali. Employing a phenomenological-critical approach, this study involved one Islamic Education teacher and 32 students from class XII Science 2 through in-depth interviews, focus group discussions, participant observation, and document analysis to uncover subjective experiences and social structures shaping students' religiosity. Findings reveal a significant gap between students' high compliance with formal religious rituals such as congregational prayers and Qur'anic memorization, and their inconsistent moral behavior in daily life including academic dishonesty, bullying, and lack of social empathy. This paradox is rooted in pedagogical problems emphasizing doctrinal knowledge transmission rather than character transformation, evaluation systems measuring cognitive aspects without considering moral dimensions, psychological pressures in managing dual identities, and school culture giving higher appreciation to formal ritual achievements. Students construct religiosity through identity negotiation processes that are performative to meet social expectations rather than as an internal moral compass. This research recommends fundamental reorientation of Islamic religious education from formalistic to transformative paradigm integrating cognitive, affective, and psychomotor dimensions through experiential learning, authentic assessment, and value ecosystem collaboration among schools, families, and communities to generate authentic religiosity coherent with moral integrity.]]>
