<![CDATA[Strengthening school well-being in madrasah ibtidaiyah is a vital agenda for establishing a thriving Islamic primary education ecosystem. Conventionally, Islamic Religious Education (IRE) learning has often been constrained by unidirectional cognitive-doctrinal transmission that overlooks children's socio-emotional needs, risking boredom and school alienation amid dense curricular loads. This study examines the integration of school well-being into IRE learning and its implications for cultivating students' Islamic character. Using an intrinsic qualitative case study at Madrasah Ibtidaiyah Islamic Center Indramayu, data were collected through semi-structured interviews, participatory observations, and curricular document analysis, involving the madrasah head, the foundation board, teachers, committee members, and students. Data were analyzed inductively through thematic condensation, display, and verification with triangulation checks. Findings reveal that teachers' pedagogical orientation has substantively transitioned toward a compassionate paradigm by embedding Seligman's PERMA dimensions (positive emotions, engagement, relationships, meaning, accomplishment) into Akidah Akhlak instruction. Despite physical classroom constraints and cultural resistance prioritizing quantitative academic grades, the madrasah successfully mitigated these barriers through transformative leadership and parental partnerships. The empirical impact is demonstrated by reduced peer conflict and strengthened honesty, social empathy, and moral responsibility. Theoretically, this study contributes an integrative model of well-being pedagogy positioning Islamic normative values as a spiritual canopy that harmonizes child-friendly governance, affective didactics, and supportive ecosystems to foster sustainable noble character.]]>
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