<![CDATA[This study explores how student independence is constructed within the boarding system of Pondok Pesantren An-Nur Haji Alwi, Indonesia. It aims to examine the role of boarding culture, learning traditions, religious habituation, and daily social practices in shaping students’ independence. Employing a qualitative intrinsic case study design, data were collected through observations, semi-structured interviews, and document analysis involving pesantren caregivers, teachers, administrators, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that student independence is developed through four interconnected dimensions: personal, academic, social, and spiritual independence. Personal independence emerges through self-management and daily routines; academic independence is fostered through learning traditions such as sorogan, discussion, and collaborative study; social independence is strengthened through organizational participation and collective activities; while spiritual independence is embeded through continuous worship practices and religious discipline. The boarding system functions as an integrative environment that continuously reinforces these dimensions through everyday socio-religious interactions. The originality of this study lies in conceptualizing student independence as a multidimensional socio-religious construct shaped by the interaction of boarding culture, collective responsibility, and spiritual habituation. The findings contribute to Islamic education scholarship by providing insights for the development of character and independence education in Islamic boarding schools.]]>
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