Paedagogie

The gap between the normative understanding of the hadith and the students' appearance practices is one of the challenges in learning Islamic Religious Education in madrasas. This phenomenon indicates that mastery of religious material is not always followed by internalization of values ​​in daily behavior. This study examines the forms of dissonance in hadith values ​​regarding appearance etiquette in grade XII female students of MA Matholiul Anwar, the factors behind it, and the relevance of the RMH method (Reflective, Modeling, Habituation) as an alternative to strengthen value-based learning. The study was conducted through field research with a qualitative descriptive-analytical approach. Data were obtained through participatory observation, in-depth interviews with female students, Akidah Akhlak teachers, and Guidance and Counseling teachers, as well as documentation, then analyzed using the interactive model of Miles and Huberman combined with hadith analysis as a normative framework. The results of the study indicate four forms of dissonance, namely excessive tabarruj, headscarves that do not completely cover the chest, the use of tight clothing (kasiyāt 'āriyāt), and excessive use of perfume. This dissonance is influenced by the dominance of social media, weak internalization of values ​​in learning, peer group conformity, suboptimal enforcement of rules, and limited contextual role models. These findings confirm that the primary problem lies in the lack of integration of religious knowledge into students' social practices. Consequently, the RMH method offers a pedagogical framework that integrates reflection, role modeling, and habituation to strengthen the internalization of hadith values ​​in Islamic Religious Education learning.