<![CDATA[This study aims to understand students’ experiences of receiving rewards (targhīb) and punishments (tarhīb) in everyday learning. To achieve this aim, the study employed a qualitative approach using Edmund Husserl’s transcendental phenomenological design. This approach was selected for three interrelated reasons: to explore the lived experiences of students, teachers, and administrators regarding the implementation of targhīb and tarhīb in Islamic education; to apply Husserl’s concept of intentionality in understanding how participants construct meaning from their experiences; and to employ transcendental reduction and bracketing to identify the essential structures underlying those experiences. The findings show that targhīb and tarhīb at MHM, Lirboyo Islamic Boarding School, function not merely as behavioral control mechanisms in the behaviorist sense, but as transcendental pedagogical practices that cultivate moral and spiritual awareness. Punishments such as performing 100 cycles of repentance prayer, doing push-ups, or receiving a light finger flick are understood as forms of tazkiyah and expressions of teachers’ care, while rewards such as taking photographs with the masyāikh are perceived as symbols of blessing and spiritual prestige.]]>
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