<![CDATA[The formation of students' character is the main goal of Islamic education. However, the learning practices in most schools still emphasize academic achievement more than the internalization of moral values. One of the pedagogical strategies that encourages the development of students' morals is the use of multi-age classrooms, which facilitate social interactions among students of different age levels within a single learning environment. The objective of this research is to analyze how multi-age classes are implemented at Brainy Bunch International Islamic Montessori School in Malaysia, as well as to explore how the dynamics of social interactions that occur in these classes contribute to the learning process and the internalization of students' moral values. This research uses a qualitative approach with a descriptive case study design. Data were collected thru observation, interviews, and documentation, and then analyzed using thematic analysis. The research results show that multi-age classrooms create a stable learning environment and encourage peer learning, collaboration, and mutual support in academic activities as well as daily routines such as communal worship and character development. This interaction serves as a social means for students to internalize their social awareness, empathy, and sense of responsibility. These findings affirm that multi-age classes not only serve as a learning strategy but also as a pedagogical space that integrates academic and moral dimensions in Islamic education.]]>
Copyrights © 2026
