From Formal Instruction to Lived Values: Internalizing Muhammadiyah Educational Values in a Senior High School

Abstract

This qualitative case study examines how Muhammadiyah educational values move from formal instruction toward lived practice at SMA Muhammadiyah 1 Padang. Data were collected through observation, interviews, and documentation involving school leaders, Muhammadiyah-subject teachers, students, and parents; the available record does not provide a reliable exact informant count. Findings show that value transmission is formally established through a dedicated Muhammadiyah subject, religious learning, extracurricular activities, and school routines. However, lecture-dominated teaching, uneven teacher capacity, limited learning resources, discontinuity between school and family reinforcement, and student conduct that does not consistently reflect institutional expectations create a gap between curriculum exposure and internalization. Using Parsons’ AGIL scheme as a secondary interpretive lens, the study argues that internalization depends on the alignment of resources, institutional goals, actor coordination, and sustained cultural reinforcement. The contribution is a process model from exposure to habituation and appropriation, emphasizing active moral reasoning, role modelling, school culture, and realistic family partnership.