<![CDATA[This study aims to formulate a conceptual model of integrative education based on Islamic values and Sasak local wisdom at the senior high school level in Lombok Island. Employing a descriptive qualitative approach, data were collected through interviews, observations, and document analysis in three public schools, and analyzed thematically and theoretically. The findings reveal that integration occurs across three main domains: intracurricular activities, non-formal/extracurricular programs, and school culture. Local values such as tabek, begibung, nyongkolan, besiru, and roah show strong relevance to Islamic principles including ukhuwah, ta??wun, gratitude (syukur), and adab. Supporting factors include the alignment between Islamic and Sasak cultural values, active roles of teachers and cultural leaders, and strong community support. Identified barriers involve limited curricular guidelines, differing perceptions regarding the boundaries between tradition and sharia, and the lack of formal documentation and policy. Stakeholders teachers, cultural leaders, community figures, and students perceive this integration as essential and strategic for shaping students’ religious and social character. The study proposes a Conceptual Model of Integrative Islamic–Sasak Education comprising four core components: foundational values, pedagogical aspects, sociocultural dimensions, and character development. Theoretically, this model expands the paradigm of multicultural and contextual Islamic education and contributes to the development of locality-based education in Indonesia.]]>
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