<![CDATA[Self-confidence is an important aspect in adolescent development that influences the achievement of their developmental tasks. Based on information from the female Islamic Teacher of the PKP Al-Hidayah Islamic Boarding School in Jambi City, students still show low self-confidence, seen from difficulties in socializing, expressing opinions, and adapting to the dormitory environment, despite programs such as muhadharah and room rotation. This study aims to understand and describe the self-confidence of students with low developmental task achievement in terms of internal factors that include self-concept, self-esteem, physical condition, and life experiences. The study used a qualitative phenomenological approach and was analyzed using Interpretative Phenomenological Analysis (IPA). The subjects of the study were eight eighth-grade female students selected through purposive sampling based on the results of the Developmental Task Inventory (ITP). Data were collected through in-depth interviews and participant observation, and their validity was tested using technical and time triangulation. The results of the study indicate that: (1) the students' self-concept is still in the formation stage; (2) self-esteem is not yet stable and is easily shaken by social comparison; (3) physical conditions are the main source of vulnerability; and (4) life experiences in Islamic boarding schools form diverse coping strategies, with religiosity and social support as the main sources of strength. It is concluded that students' self-confidence is a dynamic, gradual, and individual process that continues to develop through self-acceptance, positive experiences, social support, religiosity, and adjustment in the Islamic boarding school environment.]]>
