This study examines the relationship between Quranic internalization and students' moral character development through a Systematic Literature Review (SLR). Following the PRISMA guidelines, fourteen relevant studies were selected and analysed to synthesise current evidence on this topic. The findings suggest that engagement with the Quran, including recitation, comprehension, tadabbur (reflection) and the application of Quranic values, is associated with students' moral character development. However, the reviewed studies do not consistently examine Quranic internalization as a distinct construct. The review also indicates that religious appreciation, Islamic education and environmental influences, particularly family, schools and peers, play complementary roles in shaping students' moral development. Despite the growing body of literature on religious appreciation and moral education, studies that specifically investigate Quranic internalization as a distinct construct remain limited. This highlights an important research gap and underscores the need for further empirical studies to strengthen Quranic education and promote holistic moral character development among students.
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