<![CDATA[This study examines the crisis of value internalization in hadith education at Islamic educational institutions, where students demonstrate strong cognitive mastery of hadith texts but are not yet able to apply those values in their daily behavior. The objective of this study is to analyze the causes of weaknesses in the affective domain of hadith learning based on the Revised Bloom’s Taxonomy perspective and to formulate a pedagogical reconstruction model to bridge the gap between cognitive achievement and the internalization of values. This study employs a qualitative approach using a literature review method through content analysis of various relevant literature. The results indicate that the crisis in value internalization stems from a dominance of learning at the lower cognitive levels (LOTS), limited integration of higher-order thinking skills (HOTS), a lack of metacognitive reflection activities, and a formalistic affective evaluation system. These conditions result in Hadith learning being more focused on text mastery than on character development. As a solution, this study developed the Metacognitive Bridge Model, which positions metacognition as a link between cognitive understanding and the development of the affective domain. This model consists of five stages: acquisition of hadith knowledge, reflection, metacognitive awareness, commitment to values, and character development. This model is expected to strengthen the integration of cognitive, affective, and behavioral aspects in hadith learning, as well as provide a theoretical contribution to the development of character-based Islamic education.]]>
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