<![CDATA[Empirical understanding remains limited regarding how health, discipline, character, and learning are integrated into a holistic learning culture in Islamic elementary education. This study aimed to examine the integration of Islamic values into holistic learning culture, investigate how health, discipline, character, and learning are interconnected in daily practice, and explore how members of the madrasah community interpret this integration. A qualitative case study was conducted at MIS Al-Istiqomah NW Pengadang Baru, North Lombok, Indonesia. Twenty participants—including the principal, teachers, students, educational staff, and parents—were selected through purposive sampling. Data were collected through in-depth interviews, direct observations, and documentation and analyzed thematically through coding, categorization, theme development, and interpretation. The findings indicate that Islamic values were embedded in the school culture through routine religious practices, teacher modeling, moral guidance, classroom activities, and interpersonal relationships. Health, discipline, character, and learning functioned as mutually reinforcing dimensions: health supported students’ readiness to learn; discipline structured participation and responsibility; character provided ethical orientation; and learning facilitated knowledge acquisition and personal development. The study concludes that Islamic values provide a unifying framework that gives coherence to these dimensions within everyday school culture. Theoretically, the findings advance a value-mediated perspective on holistic learning culture. Practically, they support the integration of Islamic values across school routines, instruction, health practices, character formation, and school–family relationships. Further research should examine this perspective across multiple madrasahs and diverse sociocultural contexts.]]>
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