<![CDATA[In the digital era and vocational education context, student character formation faces challenges from social media, peer environments, and work-oriented demands that need to be balanced with moral and religious values. This study aims to analyze the implementation of a holistic approach in the formation of Islamic character of students at SMKN 1 Garut. A holistic approach is understood as an educational strategy that integrates the spiritual, intellectual, emotional, social, and physical aspects of learners to develop religious character. The study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation with informants of Islamic Religious Education teachers (PAI), teachers, and students. Data analysis used the Miles, Huberman, and Saldaña model, including data condensation, data presentation, and conclusion drawing and verification. The results showed that a holistic approach plays an important role in the formation of Islamic character through the integration of Islamic values in learning, habituation to worship, teacher modelling, religious extracurricular activities, and religious school culture. The implementation positively contributed to discipline, responsibility, honesty, social care, politeness, and obedience in worship. The implementation was supported by educator commitment, school-community synergy, parental involvement, and a conducive learning environment, although challenges remained in the form of social media influence, outside-school peer environments, and the inconsistent internalization of Islamic values by some students. The implication is that strengthening a holistic approach in vocational schools requires integrated learning, school culture, teacher modelling, religious habituation, and family collaboration to sustain students’ religious character development.]]>
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