<![CDATA[This study aims to analyze and describe the implementation of an integrative learning strategy based on Islamic microculture in classroom interactions at Mutiara Hati Integrated Islamic School, Payakumbuh. This research is motivated by the suboptimal integration of Islamic values into learning practices, which are often symbolic and do not address the micro-interaction dimension in the classroom. The study used a qualitative approach with a phenomenological method. Data were collected through classroom observations, in-depth interviews, and analysis of learning documents. Then, they were analyzed using data reduction, data presentation, and triangulation techniques. The results indicate that the implementation of the integrative learning strategy is carried out through three main stages: planning, implementation, and strengthening school culture. Classroom interactions serve as the primary space for the formation of Islamic microculture through habituation, role modeling, and communication of values. The findings also indicate that school culture functions as a hidden curriculum that strengthens the internalization of values on an ongoing basis. Despite obstacles such as student heterogeneity and time constraints, institutional support and a religious environment are key factors in success. This study confirms that a microculture-based approach to classroom interactions is effective in shaping students' character holistically.]]>
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