The internalization of Islamic education values through nonformal learning plays a strategic role in supporting the achievement of the Sustainable Development Goals (SDGs). Islamic education aims not only to develop intellectual competence but also to emphasize the formation of character and morality based on the values of the Qur'an and Hadith. In a global context, the SDGs highlight the importance of quality education (Goal 4), poverty eradication (Goal 1), gender equality (Goal 5), as well as peace and justice (Goal 16). These goals align with the objectives of Islamic education, which promote justice, compassion, and social harmony [1] .

Nonformal learning, such as activities in mosques, Islamic boarding schools, and faith-based educational communities, serves as an effective medium for instilling Islamic values in individuals of all ages. This approach allows for more flexible, personalized, and contextually relevant methods tailored to the needs of society. Furthermore, nonformal education complements formal education by imparting life skills that support sustainable development. This study aims to explore effective strategies for internalizing Islamic education values through nonformal learning. It focuses on identifying best practices, challenges, and the contributions of nonformal education to social, economic, and environmental sustainability. Thus, this research provides valuable insights for developing holistic and inclusive education to achieve the SDGs [1] .

Education is a human effort to develop and cultivate innate potential, both physical and mental, by the values contained in society and culture . In general, internalization can be interpreted as the process of applying a pattern or attitude in various activities. Thus, the internalization of moral education values refers to the process of applying these values in a certain institution or activity [2] .

Along with the progress and demands of the times, especially in the field of education, the role of education has become very crucial in the development of human life as a whole [3] . Islam pays great attention to education, starting from the age of children [4] . Education is a very vital aspect for human beings in achieving a good life, both in this world and in the hereafter [5] . The learning process is an ongoing activity that aims to change student behavior positively. According to the National Education System Law number 20 of 2003, education is a planned effort to create a learning environment that supports the development of students' potential, including spiritual aspects, self-control, personality, intelligence, and morality [6] .

Non-formal education not only complements formal education but also provides flexibility in learning methods that can be adapted to the local context [7] . According to [8] . This makes it a relevant option for many people who are unable to access formal education for various reasons. The learning process includes planning, implementation, and evaluation; Evaluation has a crucial role in the implementation of education [9] .

The Al-Qur'an Education Park as an educational institution should have a curriculum consisting of subjects and experiences given to students, and be structured by the vision and mission of the Al-Qur'an Education Park [10] . The curriculum is designed to achieve a specific goal, namely so that educators can teach effectively, while students can learn in an orderly and more focused way. This curriculum is indispensable to realize an optimal educational program in the Al-Qur'an Education Park [11]. The role of children's education curriculum management in the Al-Qur'an ar-Ridho Education Park is also one of the educational institutions that has gained trust from the community and the state to produce the human resources needed for nation-building. Therefore, schools are expected to produce quality output, namely intelligent, skilled, and ethical human resources [12].

Diniyah Education is a non-formal educational institution that is tasked with introducing children to the Qur'an from an early age and teaching the moral values contained in it. One example of an educational institution that focuses on the Qur'an is the Al-Qur'an Education Park (TPQ) [13]. TPQ must have a curriculum that includes subjects and experiences delivered to students and systematically arranged by the vision and mission of the institution. The curriculum is intended to ensure educators can teach effectively, while students can learn in an organized and more focused manner. This curriculum is very important to achieve an optimal educational program at TPQ [14].

In Klaten Regency, there are as many as 136 Al-Qur'an Education Parks (TPQ) that are active in providing religious education to children [15]. The existence of TPQ is very important in instilling moral and spiritual values from an early age so that children can grow into a generation with good morals and understand Islamic teachings correctly. In addition, TPQ also serves as a forum for the community to deepen their knowledge of the Qur'an and worship practices by Sharia [16].

The main purpose of this study is to analyze the problems faced in internalizing the value of Islamic education through non-formal learning at TPQ Ar-Ridho Mosque. In particular, this study aims to identify the methods applied in the value internalization process, as well as the challenges that arise in its implementation. By studying these aspects, this research is expected to provide valuable insights into the effectiveness of non-formal learning in shaping the character and morals of students, as well as provide recommendations for improving educational programs at TPQ [17].

Based on the background that has been explained, the formulation of the problem in this study is the Problem of Internalizing Islamic Education Values Through Non-Formal Learning at TPQ Ar-Ridho Mosque.

This study examines the internalization of moral values and their obstacles in TPQ, emphasizing the importance of religious education in the formation of children's character systematically for optimal results [18] . In associating religious values with the character of students, emphasizing the important role of educators in internalizing these values into the daily behavior of students [19].

The internalization of character values among students and the challenges that accompany them are focused on the application of these values in the daily lives of students [20] . The internalization of Islamic Religious Education (PAI) values is a process that involves instilling religious values into students deeply so that they can behave and behave according to Islamic teachings [21].

TPQ plays a crucial role in developing children's character through education based on religious values, despite facing various challenges in the internalization process [22]. The process of internalizing Islamic religious education values to form Islamic religious values and Akhlaqul Karimah at TPQ involves three stages, namely the introduction stage, the acceptance stage, and the integration stage [23].

At TPQ Ar-Ridho, multicultural values are applied in the learning process through a variety of approaches, including discussion, games, and examples [24] . These methods have been proven to be effective in shaping the character of students who value differences. The application of the storytelling method in the learning process at TPQ has proven successful in instilling Islamic educational values in children [25].

Islamic educational values The internalization process takes place through activities in the formal and non-formal curriculum, where learning is not only cognitive but also must be deeply embedded in students [26].

The research method applied in this study is descriptive analysis with a qualitative approach [27]. Qualitative research aims to gain a deep and comprehensive understanding of phenomena, with an emphasis on the interpretation and understanding of social contexts. In this study, the researcher will collect descriptive data related to the issues of internalization of Islamic religious education at TPQ Masjid ar-Ridho [28].

When viewed from the characteristics of this study, it can be categorized as qualitative research, although the data collected may have quantitative elements. This research is presented descriptively in the form of a narrative, with the researcher as the main instrument in data collection [29]. In this case, the research process is considered as important as the final result. The data collection techniques used include observation, interviews, and documentation. Meanwhile, data analysis was carried out using an interactive analysis method that included four stages: data collection, data reduction, data presentation, and conclusion [30]. This research was carried out at TPQ ar-Ridho which is located in Jetak Baru, Barenglor, North Klaten, Klaten, Central Java. The research period was carried out from October to November 2024. Some of the steps used by the author in disbursing the data in this study are as follows

The process of internalizing Islamic education values is fundamental to achieving educational goals, particularly in shaping students' understanding of religion and moral character based on Islamic teachings. This internalization becomes even more critical in the context of Sustainable Development Goals (SDGs), which emphasize quality education (Goal 4), the reduction of inequalities (Goal 10), and peace and justice (Goal 16). Without a robust internalization process, educational efforts may fall short of equipping students with the knowledge and character necessary to contribute to sustainable development. The Al-Qur'an Education Park (TPQ) exemplifies a nonformal learning institution with a strategic role in instilling Islamic values. Its comprehensive focus includes planning management, teacher-student dynamics, curriculum development, learning methods, and facilities. However, challenges persist. Issues such as limited family support, short learning durations, lack of discipline, and an insufficiently integrated curriculum (covering cognitive, affective, and psychomotor aspects) hinder the achievement of optimal outcomes. These are compounded by inadequate facilities, poor building conditions, and low community enthusiasm for TPQ programs. To address these challenges, strategic initiatives must be implemented. Collaboration with peer institutions, conducting comparative studies with high-quality TPQs, and organizing training programs to improve teacher competence is vital. Establishing a Curriculum Development Team (TPK) based on national standards for Qur'an education can ensure that curricula meet broader educational objectives. These efforts must also align with advancements in science and technology to modernize learning processes and enhance their effectiveness. Moreover, motivating students to develop a passion for Qur'an recitation, fostering communication with parents, and encouraging active parental involvement in supporting students' learning at home is crucial. Assigning additional tasks to students that reinforce learning objectives can further enhance their understanding and retention of Islamic values. By addressing these challenges and leveraging innovative strategies, TPQs can significantly contribute to the internalization of Islamic education values, supporting the broader objectives of the SDGs. Through quality nonformal education, students can develop strong moral foundations, academic competence, and a commitment to lifelong learning, ultimately enabling them to play an active role in achieving sustainable social, economic, and environmental development. These efforts not only benefit individual learners but also foster a generation capable of driving transformative changes in line with the vision of the SDGs.

This research will not be completed without the support and guidance of various parties. The authors would like to thank the team from the Universitas Muhammadiyah Surakarta, Indonesia, who have provided valuable direction and advice during this study.

The author contributes equally to the publication of this paper, the author reads and agrees to this paper.

The author declares no conflict of interest.