<![CDATA[The internalization of Islamic Religious Education (PAI) values in inclusive education still tends to rely on cognitive approaches that are less suited to the learning characteristics of children with intellectual disabilities. This condition indicates a gap between character education theory and the actual process of Islamic character formation. This study aims to analyze the process of internalizing PAI values, explore the sequence of Islamic character formation, and formulate a contextual value internalization model for children with intellectual disabilities. The study employed a descriptive qualitative approach with a multisite case study design involving 12 participants, consisting of PAI teachers, school principals, parents, and students with mild intellectual disabilities. Data were collected through participatory observation, semi-structured in-depth interviews, and documentation studies using observation guidelines, interview protocols, and documentation sheets. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, conclusion drawing and verification, as well as cross case analysis. The findings revealed a pattern of Reversed Value Internalization (Action–Feeling–Knowing), in which Islamic character formation begins with moral action, develops through emotional internalization, and proceeds to an understanding of values. The study concludes that the internalization of PAI values for children with intellectual disabilities should be oriented toward concrete experiences, habituation, and affective reinforcement. These findings have implications for the development of PAI curricula and learning strategies that are more adaptive, inclusive, and oriented toward character formation.]]>
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