<![CDATA[This article examines how Al-Jihad Islamic Boarding School for University Students (Pondok Pesantren Mahasiswa Al-Jihad) in Surabaya maintains students’ Islamic identity amid the integration of technology in the Society 5.0 era. Using a descriptive qualitative case study, data were collected through observation, semi-structured interviews with three informants (two administrators and the caretaker of the pesantren), and documentation of the foundation’s programs. The data were analysed with the Miles and Huberman model and read through Glock and Stark’s dimensions of religiosity, Putnam’s social capital, and Durkheim’s solidarity. The findings show five layers of challenges: peer influence, academic workload, lifestyle freedom, digital space and gadgets, and weak religious understanding. The pesantren responds through habituation of congregational worship, kitab study, tahfidz, yasinan, nariyahan, and khotmil Qur’an; the caretaker’s role modelling; communal social activities (ro’an, social service, and blood donation); dhikr and da’wah forums; arts activities; and an open but bounded policy on gadgets. The foundation’s programs in education, social affairs, da’wah, and the arts are formulated as a four-axis model of Al-Jihad: learning, serving, dhikr, and creating. This model offers a supporting structure for students’ religious practice alongside academic life. The gap that remains is the absence of a planned Islamic digital-literacy program and a forum for critical dialogue on creed. This study does not measure program effectiveness and covers a single case, so the model needs to be tested in other student pesantren. Keywords: Pesantren Strategies, Islamic Identity, University Students.]]>
