<![CDATA[Purpose – This study examines how Islamic character education is implemented at MTsQS FTK UIN Imam Bonjol Padang. It focuses on how it is implemented, how it affects students' morality and discipline, and what contributes and hinders its efficacy. Design/methods/approach – This qualitative case study used semi-structured interviews with the transfose team and madrasah leadership, direct observations, and document analysis. Informants were purposively selected based on their roles and involvement in Islamic character education. Data were analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, display, and conclusion drawing and verification. Trustworthiness was ensured through source, technique, and time triangulation. Findings – Curriculum integration, religious habituation, the Tahfiz program, extracurricular activities, and teacher role modeling are all used to accomplish Islamic character education. The program strengthens students' discipline, responsibility, honesty, social awareness, and moral behaviour. Strong school leadership, teacher dedication, and parental involvement assist its implementation, although family background disparities, the effect of digital media, and a lack of instructional time provide obstacles. Research implications/limitations – The findings are limited to a single madrasah and may not be generalizable to other educational contexts. Further comparative and mixed-method studies are recommended to validate and extend the findings. Originality/value – In order to promote character education in Islamic schools, this study presents a comprehensive paradigm of Islamic character education that incorporates revelation, science, and culture through curriculum, school culture, and teacher role modeling.]]>
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