MANAGEMENT OF THEOLOGICAL VALUE INTEGRATION IN MADRASAH RELIGIOUS LEARNING AND CULTURE: THE MITEP MODEL AT MA MATHLAUL ANWAR PAMEUNTASAN

Abstract

This study examines the management of theological value integration in madrasah religious learning and culture through the development of the Four-Pillar Theological Integration model (MITEP) at MA Mathlaul Anwar Pameuntasan. The study responds to the problem that opening prayers, Qur'an recitation, congregational prayer, greetings, and teacher modelling are often practiced as religious routines but are not always managed as a planned, organized, implemented, supervised, and evaluated learning system. A qualitative approach with a holistic single-case study design was employed. data were collected through one month of field observation, semi-structured interviews with nine teachers and twenty-seven students across grade levels, and documentation of madrasah activities. data were analysed using Miles, Huberman, and Saldana's interactive model through descriptive coding and pattern coding. The findings show that theological value internalization operates through four mechanisms: Qasd, prayer as the management of intention and ubudiyah orientation; Wahy, Qur'an recitation as affirmation of revelation authority; Amal, congregational prayer as the formation of collective worship habitus; and Uswah, teacher modelling as a medium of adab transmission. The novelty of this study lies in positioning MITEP as an initial Islamic educational management framework that connects tawhidic values, instructional design, madrasah organizational culture, supervision of teacher modelling, and formative evaluation. The study recommends strengthening operational curriculum, religious culture teams, value-based supervision instruments, digital documentation of habituation, and observation-reflection-based evaluation so that religious culture functions as an institutional quality system rather than a symbolic routine.