<![CDATA[Objective: This study describes the optimization of voluntary extracurricular activities to support social intelligence and peer communication among ninth-grade students at MTs Da’il Khairaat, West Jakarta. Methods: The qualitative case study used observation, semi-structured interviews, and documentation involving the principal, extracurricular supervisor, homeroom teacher, and students. Analysis followed Miles, Huberman, and Saldaña's interactive model: data condensation, data display, and conclusion drawing and verification. Trustworthiness was examined through source and method triangulation. Results: Optimization involved student choice based on interests and abilities, group activities, gradual mentoring, and evaluation. Activities provided opportunities to cooperate, help peers, respect opinions, ask questions, and participate in discussions. Development was uneven: some students remained shy, nervous, passive, or lacking confidence. Supporting factors included student interest, institutional support, supervisors, and peers. Barriers involved time, attendance, facilities, scheduling, and differing participation levels. Novelty: The study connects voluntary participation, responsive mentoring, and differing social and communication development within madrasah extracurricular management. Optimization emphasizes opportunities for less active students to participate, rather than activity provision alone.]]>
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