<![CDATA[Islamic education in marginalized communities has unique dynamics that differ from urban communities or those based on established Islamic boarding schools. This study aims to explore the process of internalizing Islamic educational values in communities on the slopes of Mount Prau. The focus of the study covers three aspects: (1) the form and process of internalization, (2) the dominant values internalized, and (3) the determinants that support and hinder it. This study uses a qualitative field research method with a descriptive-phenomenological approach. Data collection was conducted through participant observation, in-depth interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldaña. The results of the study indicate that internalization of values does not rely on formal institutions, but rather takes place culturally and practically through local traditions such as tahlilan, yasinan, and mutual cooperation. Religious figures and families play a central role as agents of socialization through the method of exemplary behavior (uswah hasanah). The dominant values embedded are applicative, including social morals, practical religious obedience, and solidarity. Key challenges include the pressures of an agrarian economy and digital disruption, but traditional social cohesion serves effectively as a value buffer.]]>
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