<![CDATA[Academic dishonesty, particularly cheating in mathematics, poses a fundamental challenge to character integration at the secondary school level. This study aims to develop and evaluate the effectiveness of a valid, practical, and effective Islamic adab value-based mathematics learning model designed to reduce students' academic dishonesty. Employing a Research and Development (R&D) approach using the Plomp model integrated with an embedded experimental mixed-methods design, this research involved 64 eleventh-grade students at SMA Muhammadiyah 6 Makassar, divided into an experimental group and a control group. Research instruments included expert validation sheets, practicality questionnaires, a mathematical concept understanding test, and a structured behavioral observation protocol. Expert validation results established high product validity with an average score of 4.52 (very valid category), while practicality reached 88.5% (very practical). Quantitative data analysis using an independent-samples t-test revealed a significant reduction in cheating behavior frequency within the experimental group (p < 0.001) compared to the control group, without compromising cognitive conceptual understanding (p = 0.012). Qualitative findings confirmed that internalizing Islamic adab values (such as muraqabah and amanah) shifted students' orientation from instrumental grade-seeking toward meaningful learning processes. The implications confirm that instructional engineering in mathematics synthesizing Islamic adab serves as a potent preventive mechanism against academic integrity violations. Keywords: Islamic Adab, Mathematics Instruction, Academic Dishonesty, Research and Development (R&D), Character Formation]]>
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