<![CDATA[Islamic Religious Education (PAI) in post-conflict areas faces a paradoxical challenge: it must simultaneously prevent radical re-engagement while healing deep-seated psychosocial trauma without promoting victim narratives. Existing studies have focused on deradicalization programs outside of formal schools or on trauma-informed pedagogy in secular contexts. This study addresses this critical gap by examining how PAI can function as a trauma-healing pedagogy within formal Islamic schools in communities formerly affiliated with terrorists. Using a participatory action research (PAR) design, the study was conducted over three weeks in three Islamic schools in South Lampung Regency, Bandar Lampung City, and Tulang Bawang Regency , Lampung, Indonesia. Data were collected through classroom observations (7 sessions), in-depth interviews with teachers, students, and community leaders (n=42), and trauma-informed narrative analysis of student diaries. This study contributes by introducing the Healing-Centered Islamic Pedagogy (HIP) model, which integrates trauma-focused principles, maqāṣid (the goals of Islamic law, specifically the protection of life and mind), and narrative reconciliation. This is the first study to reveal the phenomenon of passive classes in Islamic Religious Education in post-conflict Lampung]]>
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