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All Journal Journal of Indonesian Islamic Studies Jurnal Ilmu Sosial dan Humaniora
Ulfi Azizia Maulana
Universitas Darussalam Gontor
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Adaptive Dissonance And Identity Reconstruction In Intra-Institutional Student Transfer: A Transcendental Phenomenological Study Ulfi Azizia Maulana; Nurul Hidayahsyah; Qonita Rahmawati; Syarifah; Abu Darda
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i2.2056

Abstract

Student transfer within the same institution represents a unique educational transition that remains underexplored in the literature on student adaptation and identity development. This study aimed to investigate the lived experiences of students undergoing intra-institutional transfer, focusing on the emergence of adaptive dissonance and the process of identity reconstruction. Employing a qualitative approach using a transcendental phenomenological design, the study involved seven purposively selected participants who had  relocation between campuses within the same educational institution. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using phenomenological procedures including horizontalization, thematic clustering, textural-structural description, and synthesis of meaning. The findings revealed four interconnected themes: (1) adaptive dissonance arising from tensions between previously internalized competencies and localized institutional norms; (2) the experience of selected status as a simultaneous source of privilege, pressure, and responsibility; (3) identity reconstruction through negotiation of dual roles as senior students and newcomers; and (4) a meaning-making process that transformed emotional disorientation into personal growth and resilience. The study found that successful adaptation was rooted not merely in behavioral adjustment but in participants’ ability to reconstruct their identities and derive meaning from transitional experiences. Theoretically, the study introduces adaptive dissonance as a novel construct within educational transition research. Practically, the findings highlight the importance of institutional support systems that facilitate psychosocial adaptation, reflective learning, and identity development among internally transferred students.
Cultivating Students’ Character through Security Governance, Discipline, and Habituation in Pondok Modern Darussalam Gontor Putri 3 R. Nabila Zaty Shakila; Rahmania Eliza; Ulfi Azizia Maulana; Syarifah Syarifah; Nurus Salis Alamin
Journal of Indonesian Islamic Studies Vol. 5 No. 2 (2026): Journal of Indonesian Islamic Studies (April)
Publisher : Postgraduate Program of the State Islamic Institute of Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jiis.v5i2.11653

Abstract

Character education has become a strategic priority in contemporary education, particularly within Islamic boarding schools (pesantren), which provide a holistic environment for students' moral, social, and spiritual development. This study aims to examine how students’ character is cultivated through the integration of security governance, institutional discipline, and habituation at Pondok Modern Darussalam Gontor Putri 3. Employing a qualitative ethnographic approach, the research was conducted over six months involving participant observation, semi-structured interviews with institutional leaders, dormitory supervisors, OPPM Security Division members, student leaders, and students, as well as document analysis. The data were analyzed using Reflexive Thematic Analysis integrated with ethnographic interpretation. The findings reveal that security governance functions not merely as a disciplinary mechanism but as an educational governance system that fosters responsibility, accountability, and leadership through continuous supervision and peer-led organizational practices. Institutional discipline provides structured routines that encourage self-regulation, while habituation internalizes moral values through repetitive educational and religious activities. The interaction of these three dimensions produces a sustainable process of value internalization that shapes students' responsibility, integrity, independence, leadership, and self-control. This study proposes an integrated governance-based model of character cultivation, demonstrating that security governance serves as the connecting mechanism linking institutional discipline and habituation within the twenty-four-hour educational ecosystem of the pesantren. The findings contribute theoretically to the discourse on governance-based character education and offer practical implications for strengthening student character through organizational culture and experiential learning in Islamic educational institutions.
Co-Authors Abu Darda Nurul Hidayahsyah Nurus Salis Alamin Qonita Rahmawati R. Nabila Zaty Shakila Rahmania Eliza Syarifah Syarifah