<![CDATA[The challenge in modern Islamic boarding school education lies in the suboptimal integration of non-formal dormitory-based education (riāyah) with formal academic instruction (tarbīyah), which may hinder holistic student development. This study examines the interrelationships among problem-solving skills, mental resilience, and intellectual growth as factors that foster effective synergy between tarbīyah and riāyah at the Zam-Zam Muhammadiyah Islamic Boarding School in Banyumas, Indonesia. Employing a quantitative methodology, data were collected through purposive sampling of Year XII Socioscience students using surveys and interviews, with descriptive and correlational analyses conducted via SPSS. Findings reveal significant positive correlations between the variables; however, the majority of students perceive the current integration practices as insufficient. The discussion emphasises the imperative for curricular innovation, enhanced pedagogical strategies, and comprehensive activity evaluations to optimise both academic proficiency and religious comprehension. This integrative model, despite its limitations—including a restricted sample size and the focus on a single institution—demonstrates potential in equipping students to navigate personal and societal challenges. The study advocates for ongoing educational innovation and expanded research across diverse boarding school contexts to maximise student outcomes.]]>
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