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All Journal ILMU USHULUDDIN AL QUDS : Jurnal Studi Alquran dan Hadis Jurnal Eduscience (JES) Jurnal Vokasi Jurnal Ilmiah Profesi Pendidikan Jurnal Riset Agama Jurnal Fuaduna: Jurnal Kajian Keagamaan dan Kemasyarakatan Jurnal Semiotika-Q: Kajian Ilmu al-Quran dan Tafsir Al-Shamela : Journal of Quranic and Hadith Studies
Halimatussa'diyah, Halimatussa'diyah
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Religion Humanities Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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FROM DORMITORY WALLS TO MORAL WORLDS: EMPOWERING EDUCATORS AS MORAL ARCHITECTS IN INDONESIAN BOARDING-BASED MADRASAHS Halimatussa'diyah, Halimatussa'diyah; Suriansyah, Ahmad; Bachri, Ahmad Alim; Sulistiyana, Sulistiyana
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8495

Abstract

Purpose –This study explores the moral and pedagogical dimensions of teacher empowerment within the unique ecosystem of Indonesian boarding-based madrasahs. In these faith-oriented learning environments, educators are not only knowledge transmitters but also moral architects, shaping students' ethical consciousness and communal identity.Methodology – Employing a qualitative multiple case study design, data were collected through in-depth interviews, field observations, and document analysis across three boarding-based madrasahs in South Kalimantan.Findings – The findings reveal that teacher empowerment in these settings transcends administrative or instructional authority, evolving instead into a moral praxis grounded in Islamic values, reflective mentorship, and collective spiritual routines such as Qur’an recitation and muhasabah (self-reflection). Educators exercise moral agency through daily interactions in the dormitory, reinforcing discipline, empathy, and self-accountability. Leadership strategies—such as participatory mentoring, ethical modeling, and arts-based religious practices—serve as integral mechanisms for cultivating a holistic moral environment.Contribution – This study contributes to the growing discourse on teacher empowerment by highlighting how faith-driven moral leadership can be both contextually rooted and pedagogically transformative. It argues that moral empowerment is essential for sustaining ethical schooling cultures, particularly in residential educational settings where learning and living converge. The implications extend toward rethinking teacher development frameworks that integrate spirituality, reflective practice, and community-based moral agency.
Co-Authors Ahmad Alim Bachri Ahmad Suriansyah Anisah, Yuli Anisatul Mardiah Apriyanti Apriyanti Azkiya, Nadia Deddy Ilyas, Deddy Diana Diana Eko Zulfikar Fakriah, Fakriah Irawan, Yeni Jayawarsa, A.A. Ketut Kher, Abdul Lalu Muhammad Fauzi Novita, Ida Rahmadita, Mawar Rahmat Hidayat Rody Satriawan Sulaiman M. Nur Sulaiman Mohammad Nur Sulistiyana, Sulistiyana Taslim, Imron Trawina Trawina