<b>Islamic Religious Education, Islamic Value Internalization, and Moral Character Formation: A PLS-SEM Mediation Analysis Among Madrasa Students </b><b></b>

Abstract

This study examines the mediating role of Islamic value internalization in the relationship between Islamic Religious Education (IRE) and the moral character formation of madrasa students. Grounded in Self-Determination Theory (SDT), this study posits that effective IRE functions as a needs-supportive social context—fulfilling students' basic psychological needs for autonomy, competence, and relatedness—thereby catalyzing the internalization of Islamic values, which in turn constitutes the psychological foundation for stable moral behavior. A quantitative survey design was employed, involving 400 students from Islamic primary, junior secondary, and senior secondary schools (MI, MTs, and MA) in Pekalongan Regency. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000-resample bootstrapping for mediation testing. Results indicate that IRE has a significant positive effect on both Islamic value internalization (β = 0.63, p < 0.001) and moral character formation (β = 0.21, p = 0.001). Islamic value internalization also significantly predicts moral character (β = 0.56, p < 0.001). Mediation analysis confirms a significant indirect effect (β = 0.35, 95% CI [0.25, 0.46]), indicating partial mediation. These findings underscore that IRE exerts its strongest influence on moral character through the mechanism of value internalization rather than through direct behavioral compliance alone. The study affirms the theoretical relevance of SDT in Islamic education contexts and calls for pedagogical reforms that emphasize autonomy-supportive, dialogical, and experientially rich IRE practices.