<![CDATA[Bullying can occur in Qur’an memorization (Tahfidz)-based elementary schools despite their emphasis on rahmah (compassion), ‘adl (justice), and ukhuwwah (brotherhood). This study aims to describe bullying dynamics at SDTQ Nurunnabi Lambhuk, analyze the implementation of a participatory-reflective approach to prevention and management, and formulate an intervention model integrating this approach with contextualized Islamic values. The study employed Participatory Action Research (PAR) in two cycles involving the school principal, teachers, students in Grades IV–VI, and parents. Data were collected through participant observation, in-depth interviews, focus group discussions, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the school has established institutional mechanisms through the Violence Prevention and Response Team and reflective practices embedded in religious activities, including Dhuha prayer, mabit, and post-incident guidance. These practices demonstrate participatory-reflective characteristics but have not been systematically integrated into an explicit intervention framework. The findings confirm that bullying prevention requires strengthening value internalization across the school ecosystem through active community and parental involvement. This study proposes a community-based participatory-reflective intervention model that contextualizes Islamic values in bullying prevention and management and may be adapted to similar Tahfidz-based educational institutions. ]]>
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