<![CDATA[Penelitian ini bertujuan mendeskripsikan upaya Pondok Pesantren Tgk Chiek Oemar Diyan Indrapuri Aceh Besar dalam membentuk kemandirian santri kelas 1 MTs melalui sistem pendidikan dan kehidupan asrama yang terintegrasi. Pendekatan yang digunakan ialah deskriptif kualitatif dengan subjek ustadz/pengasuh dan santri kelas 1 MTs, melalui teknik wawancara mendalam, observasi partisipatif, dan studi dokumentasi untuk memperoleh gambaran holistik mengenai proses, strategi, dan hambatan pembinaan kemandirian. Hasil penelitian menunjukkan bahwa kemandirian santri dibangun melalui jadwal harian yang tertib, penugasan piket kebersihan dan tugas dapur, pembiasaan ibadah berjamaah, serta pelibatan dalam kegiatan pramuka, latihan pidato tiga bahasa, organisasi santri, dan pelatihan life skill sederhana. Metode pembinaan meliputi pembiasaan, keteladanan, nasihat, bimbingan kelompok dan individual, serta penerapan reward dan punishment secara proporsional dengan pendekatan humanis, khususnya bagi santri baru yang masih dalam fase adaptasi. Hambatan yang dihadapi antara lain ketergantungan santri pada orang tua, perbedaan latar belakang keluarga, keterbatasan fasilitas, dan rasio pengasuh–santri yang belum ideal, yang direspons dengan penguatan pendampingan, komunikasi dengan orang tua, dan evaluasi program secara berkala. Secara keseluruhan, upaya pesantren dinilai cukup efektif membentuk kemandirian santri, meskipun masih diperlukan penguatan program life skill dan penambahan dukungan fasilitas serta sumber daya pengasuh. This study aims to describe the efforts of the Tgk Chiek Oemar Diyan Indrapuri Aceh Besar Islamic Boarding School in fostering the independence of first-grade MTs students through an integrated education system and dormitory life. The approach used is descriptive qualitative with the subjects being ustadz/guardians and first-grade MTs students, through in-depth interviews, participatory observation, and documentation studies to obtain a holistic picture of the process, strategies, and obstacles to fostering independence. The research results show that the students' independence is built through an orderly daily schedule, assignments to cleaning and kitchen duties, the habit of congregational worship, and involvement in scouting activities, trilingual speech practice, student organizations, and simple life skills training. Guidance methods include habituation, role models, advice, group and individual guidance, and the proportional application of rewards and punishments with a humanistic approach, especially for new students who are still in the adaptation phase. Obstacles encountered include students' dependence on their parents, differences in family backgrounds, limited facilities, and a less-than-ideal caregiver-to-student ratio. These challenges were addressed through strengthened mentoring, communication with parents, and regular program evaluations. Overall, the Islamic boarding school's efforts were deemed quite effective in fostering student independence, although strengthening life skills programs and increasing support from facilities and caregiver resources are still needed.]]>
