<![CDATA[Studies on character education through Islamic Religious Education (IRE) have mostly examined primary and junior secondary schools or pesantren separately. This qualitative case study analyses how IRE learning forms students' religious and discipline character at SMA Al-Fattah Singosari, an Aswaja-based senior high school integrated with a pesantren, and identifies its supporting and inhibiting factors. Data were collected through observation, interviews with the principal, IRE teachers, and students, and documentation, analysed using the Miles, Huberman, and Saldaña model, and validated through triangulation. Character formation follows Lickona's three components: moral knowing through contextualised material and varied methods, moral feeling through praying before and after lessons, and moral action through dhuha prayer, deliberation, collective prayer, and teacher role modelling sustained by pesantren life. It is supported by the religious school-pesantren environment, teacher commitment, and institutional support, but hindered by weak family involvement, diverse student backgrounds, and limited teacher time. The study conceptualises IRE as a hub linking the classroom, school culture, and pesantren in completing the cycle from moral knowing to moral action.]]>
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