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Educational Management in Islamic Boarding Schools: Enhancing Students’ Religious Character in Indonesian Senior High Schools Febri Aris Susanto; Moh. Padil; Achmad Fattah Yasin; Syarifaturrahmatullah Syarifaturrahmatullah; Afga Sidiq Rifai; Iri Hamzah; Bunayar Bunayar; Bima Fandi Asy’arie
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7405

Religious character development in students is a central goal of Islamic education, particularly within institutions adopting a boarding school-based management model. This study investigates how such a model supports the cultivation of students’ religious character at SMA Muhammadiyah 2 Sidoarjo, East Java. Using a qualitative case study approach, data were collected through observation, interviews, and document analysis. The study focused on three core aspects of educational management: planning, implementation, and evaluation, within the boarding school context. The planning process aligns closely with the school’s vision, mission, and institutional goals, incorporating character values such as discipline, responsibility, independence, politeness, and religious worship. Implementation involves the integration of these values across all school activities, including formal subjects, extracurriculars, daily routines, and role modeling by teachers and boarding supervisors. Evaluation is conducted through supervision, identification of challenges, reporting, and formulation of follow-up actions, ensuring continuous improvement in character formation. Boarding school-based education management creates a structured and spiritually enriched environment that reinforces students' moral and religious development. By embedding character education within all aspects of school life, the model fosters sustainable internalization of Islamic values. This integrated approach proves effective in cultivating religious character through habit formation and consistent reinforcement.

MENINGKATKAN PROSES DAN HASIL BELAJAR TEMATIK MENGGUNAKAN MODEL PEMBELAJARAN PREDICT, OBSERVE, EXPLAIN KELAS V SEKOLAH DASAR Iri Hamzah; Apdoludin Apdoludin; Subhanadri Subhanadri; Adryan Eko Putra
Jurnal Muara Pendidikan Vol. 9 No. 2 (2024): Jurnal Muara Pendidikan, Vol 9 No 2, Desember 2024
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v9i2.2444

The problem in this study stems from the number of students who are still passive in teaching and learning activities in the classroom, the absence of creative, innovative, interesting and fun learning models. This study aims to describe the improvement of the process and student learning outcomes.This research is a class action research. The research subjects were fifth grade students of SD Negeri 202/II Simpang Tebat. In its implementation, this research consisted of two cycles conducted by the researcher. Each cycle consists of planning activities, action implementation, observation and reflection. The results of this study indicate that the use of the Predict, Observe, Explain learning model can improve the process and learning outcomes of students. This can be seen from the performance process of educators in cycle I with an average percentage of (60%) in the sufficient category and cycle II with an average percentage of (83%) in the very good category. The learning process of students in cycle I with an average percentage of (27%) in the failure category and in cycle II with an average percentage of (100%) in the excellent category. For the Minimum Completion Criteria standard of 70, this can be seen from the completeness of the learning outcomes of students in cycle I with a percentage of (70.67%) with a good category and cycle II with a percentage of (85.33%) with a very good category that reaches KKM.

Hidden Curriculum and the Formation of Santri Obedience Character: A Phenomenological Study at Pondok Pesantren Annuqayah Amirul Muttaqin; Moh. Ali; Siti Yumnah; Iri Hamzah; Agus Joko Purwanto
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol. 13 No. 1 (2026): Vol. 13, No. 1, April 2026
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v13i1.31943

This study is grounded in the urgency of strengthening character education within Islamic boarding schools, particularly through the mechanism of the hidden curriculum that operates implicitly in students’ daily lives. Although studies on pesantren education have developed significantly, limited attention has been given to micro-cultural practices as a medium for internalizing obedience values. This study aims to examine the hidden curriculum in shaping students’ obedience character and to identify its empirical manifestations through symbolic practices at Annuqayah Islamic Boarding School. A qualitative approach with a phenomenological design was employed. Data were collected through in-depth interviews, participant observation, and documentation involving 10-15 informants, including a kiai, administrators, senior students, junior students, and alumni. Data analysis was conducted through data reduction, open coding, categorization, and thematic analysis. The findings indicate that the hidden curriculum is manifested in five main themes: symbolic meaning, mechanisms of value transmission, the process of internalizing obedience, impacts on students’ behavior, and variations in interpretation. The practice of arranging the kiai’s sandals embodies the values of mahabbah (affection), tawadhu’ (humility), and barokah (blessing), which are internalized through modeling, habituation, and informal social interaction. Students’ obedience develops progressively from practical actions to reflective and spiritual awareness, contributing to improved social ethics and responsibility. This study affirms that the hidden curriculum functions as a cultural mechanism operating through lived experience and everyday practices in shaping students’ obedience character, while contributing to the development of contextual and sustainable character education based on local wisdom.

Hidden Curriculum and the Formation of Santri Obedience Character: A Phenomenological Study at Pondok Pesantren Annuqayah Amirul Muttaqin; Moh. Ali; Siti Yumnah; Iri Hamzah; Agus Joko Purwanto
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol. 13 No. 1 (2026): Vol. 13, No. 1, April 2026
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v13i1.31943

This study is grounded in the urgency of strengthening character education within Islamic boarding schools, particularly through the mechanism of the hidden curriculum that operates implicitly in students’ daily lives. Although studies on pesantren education have developed significantly, limited attention has been given to micro-cultural practices as a medium for internalizing obedience values. This study aims to examine the hidden curriculum in shaping students’ obedience character and to identify its empirical manifestations through symbolic practices at Annuqayah Islamic Boarding School. A qualitative approach with a phenomenological design was employed. Data were collected through in-depth interviews, participant observation, and documentation involving 10-15 informants, including a kiai, administrators, senior students, junior students, and alumni. Data analysis was conducted through data reduction, open coding, categorization, and thematic analysis. The findings indicate that the hidden curriculum is manifested in five main themes: symbolic meaning, mechanisms of value transmission, the process of internalizing obedience, impacts on students’ behavior, and variations in interpretation. The practice of arranging the kiai’s sandals embodies the values of mahabbah (affection), tawadhu’ (humility), and barokah (blessing), which are internalized through modeling, habituation, and informal social interaction. Students’ obedience develops progressively from practical actions to reflective and spiritual awareness, contributing to improved social ethics and responsibility. This study affirms that the hidden curriculum functions as a cultural mechanism operating through lived experience and everyday practices in shaping students’ obedience character, while contributing to the development of contextual and sustainable character education based on local wisdom.

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