<![CDATA[Islamic Religious Education is essentially not only aimed at mastering religious knowledge but also at shaping morals, spiritual awareness, self-control, and the overall personality of students. In the context of social and digital cultural changes, an education approach that focuses too much on cognitive achievements can lead to a gap between religious understanding and the actualization of values in behavior. This article aims to analyze the concept of tazkiyatun nafs through the stages of takhalli, tahalli, and tajalli, examine its conceptual relationship with maqamat and ahwal, and analyze its relevance to the development of Islamic Religious Education. This study uses library research with a philosophical-conceptual approach and Islamic studies. The data was obtained from classical Sufi literature, Islamic education books, journal articles, as well as relevant Qur’an and hadith sources, and then analyzed through content analysis, critical analysis, and conceptual synthesis. The study results show that takhalli is the process of emptying oneself of blameworthy traits, tahalli is the process of filling the soul with praiseworthy traits and morals, while tajalli represents a deep spiritual awareness as a consequence of the process of purification and soul development. Maqamat provides a structure for the spiritual journey being pursued, while ahwal represents the dynamics of inner experiences that accompany it. The integration of these three stages of tazkiyatun nafs with maqamat and ahwal can serve as a conceptual framework for Islamic Religious Education that connects religious knowledge with the internalization of values, character formation, and behavioral transformation.]]>
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