<![CDATA[Objective: This study analyzes how Al-Hidayah Islamic Boarding School in Rawadenok, Depok, organizes religious learning and student mentoring to sustain moral values amid social change. Methods: A qualitative case-study approach was used, drawing on interview summaries from the director, curriculum vice-director, diniyyah and regular-program coordinators, male and female dormitory supervisors, the general secretary, and a boarding-school caregiver. Data collection was scheduled in four periods from 28 September to 21 October 2026, supported by institutional documents and field-practice notes. Results: The materials describe three connected strategies: differentiated diniyyah learning through Mubtadi’, Mutawassith, and Mutaqaddim levels; the internalization of Panca Jiwa values through learning and daily routines; and dormitory guidance involving ri’ayah and the MUNTOHA student organization. These arrangements create opportunities to connect religious knowledge with discipline, responsibility, independence, and social conduct. However, the available source contains summarized interview accounts rather than verbatim transcripts and does not measure changes in students’ moral behavior. Novelty: The article maps the relationship between differentiated religious learning and dormitory governance as complementary dimensions of moral education in one pesantren, while identifying practical requirements for evaluation and coordination.]]>
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