<![CDATA[Emotion regulation is an important capacity for junior high school students when facing differences of opinion, peer conflict, academic pressure, teacher feedback, and social problems. This study aims to describe the strategies used to internalize Islamic values and to explain their role in students’ emotion regulation at SMP Negeri 1 Bondowoso. The study employed a qualitative descriptive case-study approach. Data were collected through observation, interviews, and documentation involving school personnel, Islamic Education teachers, guidance and counseling teachers, homeroom teachers, student-affairs and curriculum staff, and students. Data were analyzed through data reduction, data display, and conclusion drawing. Data credibility was examined through source and theoretical triangulation. The findings show that Islamic values were internalized through religious habituation, teacher role modeling, Islamic Education learning, reflection, personal and persuasive approaches, guidance, and cooperation between the school and families. The process developed through value introduction, habituation, appreciation, and application. Patience, responsibility, empathy, self-control, honesty, sincerity, and forgiveness became value frameworks for students in responding to emotional situations. Field findings were reflected in students’ ability to calm themselves, restrain impulsive responses, consider consequences, respect differences, avoid conflict, seek middle-ground solutions, and ask for help when necessary. The internalization process was not uniform because it was influenced by family background, social environment, and students’ individual readiness.]]>
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