<![CDATA[in student development at SMAIQu Al-Bahjah Cirebon and to explore its implications for the quality of graduates. The study employed a qualitative case study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation involving school personnel, students, and alumni who were directly involved in or experienced the student development process. The data were analyzed thematically through coding, theme development, comparison across data sources and methods, and interpretive analysis. The findings indicate that the internalization of Manhaj Al-Bahjah is implemented through a continuous process consisting of value introduction, teacher and mentor role modeling (uswah), spiritual activities, muhasabah, and daily behavioral habituation. These practices provide a structured environment in which Islamic values are repeatedly transmitted, practiced, reflected upon, and reinforced in students’ daily lives. Participants’ accounts and institutional observations indicate that the process is perceived to support the development of several dimensions of graduate quality, particularly moral integrity, spiritual awareness, discipline, responsibility, and social conduct. The internalization process is supported by the pesantren environment, teacher commitment, consistent spiritual programs, and parental support, while differences in students’ backgrounds, adjustment difficulties, and limitations in dormitory facilities constitute contextual challenges. The study contributes an empirically grounded model of how an institutional Islamic educational framework is internalized through value transmission, role modeling, repeated practice, reflection, and habituation within a pesantren-based school environment.]]>
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