<![CDATA[Ethics education in madrasahs has generally been understood as part of character education implemented through formal learning. Consequently, it has not yet adequately explained how ethical values are constructed as an integrated system within the overall madrasah educational ecosystem. This study aims to analyze how ethics education is constructed in a high-achieving madrasah, to explain how ethical values are integrated into the curriculum and educational practices, and to explore the contribution of this integration to students’ character formation in supporting the Golden Generation 2045 agenda. A qualitative single-case study design was employed at MAN 2 Malang City. Data were collected through participant observation, semi-structured in-depth interviews, and document analysis, and were analyzed interactively through data condensation, data display, and conclusion drawing and verification. The findings indicate that ethics education in a high-achieving madrasah is not developed solely through classroom instruction but through an ethics education ecosystem that integrates the madrasah’s vision and policies, religious culture, exemplary conduct, habituation, formal curriculum, co-curricular and extracurricular activities, the physical environment, and institutional support systems. This integration is associated with the internalization of four cardinal virtues, namely hikmah (wisdom), ‘iffah (self-restraint), syaja’ah (moral courage), and ‘adl (justice), which are reflected in students’ moral awareness, discipline, responsibility, critical thinking, and social concern, while also revealing tensions such as uneven integration across subjects, limited supervision outside school, and weak assessment of ethical growth. The study’s novelty lies in the Madrasah Culture-Based Integrative Ethics Education Model, a conceptual framework that, unlike models treating institutional components as parallel programs, positions madrasah culture as the mediating mechanism linking institutional inputs to habituation, exemplary conduct, and reflection (process), to the four cardinal virtues (output) and students’ character (outcome), sustained by a continuous feedback loop.]]>
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