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All Journal Afkaruna: International Journal of Islamic Studies (AIJIS)
Taufiqurrahman
Universitas Ibrahimy, Situbondo
Humanities Education Social Sciences Other

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Learning Environment Interactions, Socio-Cognitive Processes, and Academic Resilience in Pesantren-Based Higher Education Putri Sahida; Taufiqurrahman; Hajer Albshkar
Afkaruna: International Journal of Islamic Studies (AIJIS) Vol. 4 No. 2 (2026): October
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/aijis.v4i2.6316

Abstract

As traditional Islamic boarding schools (pesantren) in Indonesia formalize legal-theological training (tafaqquh fi al-din), Ma’had Aly Salafiyah Syafi'iyah Sukorejo Situbondo pioneers a hybrid educational paradigm (azdiwaj baina at-thariqah), integrating classical seminary traditions with contemporary university methodologies. This study examines how this environment shapes socio-cognitive processes and academic resilience among mahasantri. Using a qualitative phenomenological single-case study grounded in socio-constructivist principles, data were collected through semi-structured interviews with twelve key informants, participant observations, and documentary analysis. Findings show that student-led deliberations (musyawarah) and senior peer-tutoring (Ada') facilitate Vygotsky’s Zone of Proximal Development (ZPD) and strengthen Bandura’s self-efficacy, while positioning faculty as formal rectifiers (mushahhih). Furthermore, residential support systems involving mentors (musyrif/musyrifah) and peer solidarity help mitigate academic stress. Despite infrastructure limitations, noise pollution, and technological restrictions, mahasantri demonstrate spatial agency through flexible study patterns and collective endurance, transforming constraints into opportunities for self-regulated learning. This study demonstrates that communal discipline and moral etiquette (‘adab) complement intellectual autonomy, bridging Western educational psychology and traditional Islamic pedagogy. It also provides an operational framework and policy recommendations for developing and accrediting pesantren-based higher education.
Co-Authors Hajer Albshkar Putri Sahida