<![CDATA[Educational Trip (Edutrip) activities in modern Islamic boarding schools can serve as a contextual learning medium that connects students with social, cultural, academic, and professional realities. However, such activities risk losing their academic value when they are merely perceived as trips without measurable objectives, adequate supervision, reflection, and systematic evaluation. This study aims to examine the management of educational trips through the SMART-TRIP framework and its contribution to enhancing the quality of student graduates at Pesantren Modern Internasional Dea Malela, West Nusa Tenggara. The study employed a qualitative approach using a case study design. Data were collected in April 2026 through in-depth interviews, activity observations, and document reviews involving boarding school caregivers, educational leaders, program coordinators, supervising teachers, and participating students. The data were analyzed through data reduction and coding, thematic categorization, presentation of findings, and iterative conclusion drawing. The credibility of the findings was ensured through source and method triangulation, member checking, and peer debriefing. The planning stage demonstrated the application of the SMART principles through the formulation of objectives and success indicators, site selection, preparation of personnel and budgets, scheduling, and risk identification. During the organizing stage, caregivers, teachers, and students were assigned within a working structure that distributed responsibilities while fostering participants’ leadership skills. The TRIP elements were implemented through field observation activities, interviews, language learning, discussions, regular reflection sessions, scientific writing, and presentations of findings. Assessment was conducted through observation, pre- and post-tests, reports, written assignments, and presentations, although standardized assessment rubrics were not yet fully available. SMART-TRIP integrates activity management with experiential learning to develop students’ critical reasoning, communication, collaboration, independence, responsibility, scientific literacy, and social ethics. The development of standardized assessment rubrics is necessary to strengthen the consistency, objectivity, and sustainability of the program.]]>
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