<![CDATA[Gender justice is a fundamental Islamic value whose reinforcement through Islamic Religious Education (PAI) learning in madrasah is often assumed to occur automatically, yet the psychological process underlying students' formation of perceptions of this value has rarely been conceptually mapped. Prior studies on gender and Islamic education generally stop at the curriculum and policy level, without adequately explaining how gender justice perceptions form at the individual student level. This study formulates the problem of how typologies of students' gender justice perceptions are formed and how this formation process can be conceptualized as a model within PAI learning at a Madrasah Aliyah. The study employs a qualitative approach with a single case study design; data were gathered through in-depth interviews with fourteen informants, namely eight students and six PAI teachers, then analyzed through data condensation, display, and conclusion drawing following the Miles, Huberman, and Saldaña model, with social construction theory serving as the grand theory underlying data interpretation. The study identifies three typologies of student perception and develops the Triadic Formation of Gender Justice Perception Model as a middle-range conceptual elaboration of that grand theory, describing the relationship among three nodes shaping perception: knowledge source, concept of justice held, and expression of perception. The model is positioned as an initial conceptual framework; instrument development, empirical validation, and replication in other contexts remain agenda for future research. Findings on the role of pedagogical interaction are limited to informants’ perceptions, as the data derive from interviews.]]>
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