Hubungan antara Dukungan Sosial Wali Kamar dengan Penyesuaian Diri Santri pada Tahun Pertama di SMPIT Pondok Pesantren Darul Fikri Sidoarjo: The Relationship between Dormitory Supervisors’ Social Support and The Students Self-Adjustment of in The First Year at Islamic Integrated Junior High School (SMPIT) Pondok Pesantren Darul Fikri Sidoarjo

Erinda Shofatil Himmah (Universitas Muhammadiyah Sidoarjo)
Effy Wardati Maryam (Universitas Muhammadiyah Sidoarjo)

Academia Open
Vol. 10 No. 2 (2025): December

General Background: Student self-adjustment in Islamic boarding schools represents a critical developmental process, particularly during the first year of residence in a structured dormitory environment. Specific Background: At SMPIT Pondok Pesantren Darul Fikri Sidoarjo, first-year students face academic, social, and psychological demands requiring adaptive capacity supported by dormitory supervisors. Knowledge Gap: Limited empirical studies specifically examine the correlation between dormitory supervisors’ social support and self-adjustment among first-year junior high school students in Islamic boarding school settings. Aims: This study aims to analyze the relationship between dormitory supervisors’ social support and students’ self-adjustment. Results: Using a quantitative correlational design involving 94 first-year students and psychological scales measuring social support and self-adjustment, the findings reveal a significant positive correlation (r = 0.964; p < 0.001), with social support explaining 93% of the variance in self-adjustment. Social support includes emotional encouragement, appreciation, instrumental assistance, and informational guidance. Novelty: This study specifically highlights the central role of dormitory supervisors as daily social support providers within an Islamic integrated junior high school boarding context. Implications: The findings underscore the importance of strengthening dormitory-based support systems to facilitate adaptive processes among new students and suggest broader investigations across multiple boarding institutions to improve external validity. Keywords: Dormitory Supervisors, Social Support, Self-Adjustment, Islamic Boarding School, First-Year Students Key Findings Highlights: Social assistance from residential mentors accounts for 93% variance in adaptive capacity. Emotional, informational, appreciation, and practical guidance are strongly associated with students’ adaptation. Residential mentoring systems are central to psychological adjustment during the initial boarding year.