<![CDATA[This study analyzes the formation of students’ religious identity through the boarding school program at Integrated Islamic Junior High School using George Herbert Mead’s symbolic interactionism. Employing a qualitative case study at IT Nusantara Kembaran Junior High School, Banyumas, data were collected through in-depth interviews, participatory observation, and documentation. The findings show that religious identity formation occurs through symbolic interaction involving three dialectical stages. First, students interpret religious symbols provided by the boarding school environment, including special uniforms, congregational worship schedules, the use of Ustadz and Santri labels, and daily religious rituals, which shape religious awareness. Second, meaning is negotiated through social interaction among students, supervisors, and the dormitory community, enabling students to take the role of others and understand themselves from social perspectives. Third, religious values are internalized and reflected in concrete behavioral changes, such as increased worship discipline, social responsibility, and peaceful conflict resolution. This research contributes to Islamic education theory by integrating symbolic interactionism and offers practical implications for boarding school managers in designing environments that support students’ religious identity development in structured and meaningful learning contexts.]]>
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