Islamic Dress Codes and Character Formation in Higher Education: A Sequential Mixed-Methods Study at a Muhammadiyah University

This study examines how Islamic dress codes are perceived to relate to character formation among university students at Muhammadiyah University of Palangka Raya (UMPR). Employing a sequential explanatory mixed-methods design, the research integrates survey data from 150 students with institutional records, semi-structured interviews with lecturers, administrators, and parents, focus group discussions, and field observations. Quantitative analysis indicates statistically observable associations between self-reported dress code adherence and students perceived discipline, responsibility, and participation in campus activities. Qualitative findings further reveal that Islamic attire is commonly interpreted by students and institutional actors as a marker of religious identity and moral self-regulation, while also being contested through peer dynamics and global fashion influences. Guided by Social Identity Theory and Moral Development Theory, the study interprets Islamic dress as a symbolic and pedagogical practice that may support the internalization of behavioral norms within a faith-based university context. However, the findings are limited to perceived impacts and correlational patterns within a single institutional setting and do not establish causal relationships. This study contributes to ongoing debates on the role of religious regulation in higher education by highlighting the contextual conditions under which dress codes may intersect with character-related dispositions, while underscoring the need for longitudinal and comparative research across diverse educational environments.