<![CDATA[This study aims to describe the process of instilling Musawah (equality) values through the implementation of the Rahmatan lil ‘Alamin Student Profile (PPRA) learning approach at MTs Guppi Sumbersari and to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative phenomenological approach focusing on the experiences and social realities of the madrasah community in applying equality values. Data were collected through participant observation, in-depth interviews, and documentation. Informants were selected using purposive sampling and included the head of the madrasah, vice head, teachers, and students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that the instillation of Musawah values is carried out gradually and continuously through three stages: value transformation, value transaction, and value transinternalization. Value transformation is implemented through madrasah policies, the integration of equality values into lesson plans or teaching modules, and teachers’ explanations emphasizing fairness and non-discrimination. Value transaction is reflected in equal teacher–student interactions, collaborative learning, classroom deliberation, and mentoring services. Meanwhile, value transinternalization is achieved through teachers’ role modeling and a supportive learning environment that fosters empathy, tolerance, and cooperation. This study concludes that PPRA-based learning is effective in instilling Musawah values across the cognitive, affective, and behavioral dimensions of students.]]>
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