Integrating Tawakkul, Rajaa’, and Khawf through Riyaadah in the Tijaniyyah Sufi Order: A Model for Internalizing Spiritual Values in the Formation of Students’ Religious Character

Jamal Abdul Nasir (Universitas Islam Darussalam)
Selamet Selamet (Universitas Islam Darussalam)
Kholilur Rohman Kholilurrohman (Universitas Islam Darussalam)
Hobir Asyari (Universitas Islam Negeri Sunan Gunung Djati)
Yanti Nurdiyanti (Institut Nasional Nusantara Al Farabi)

International Journal of Educational Narratives
Vol. 4 No. 5 (2026)

Background. Spiritual education plays a pivotal role in shaping students’ religious character through the internalization of Sufi values. However, how tawakkul (reliance upon God), raj?’ (hope in God), and khawf (fear of God) are integrated through the riy??ah practices of the Tijaniyyah Sufi Order and manifested in religious character has received limited systematic scholarly attention. Purpose: This study analyzes the integration of these values through riy??ah in shaping students’ religious character and constructs a model of spiritual value internalization. It examines the values internalized, riy??ah as a medium, the stages of value transformation, and the roles of the kiai/muqaddam, habituation, and the pesantren environment. Method: This qualitative ethnographic study was conducted at Az-Zawiyah Islamic Boarding School, Garut, Indonesia, from July to December 2025. Data were collected from 22 participants through interviews, observations, and documentation, and analyzed using Miles, Huberman, and Saldaña’s interactive model, with trustworthiness ensured through triangulation and reflexive analysis. Results: Riy??ah shapes students’ religious character through a gradual transformative process of knowing, practicing, experiencing, habituating, internalizing, and living the values. Tawakkul develops into steadfastness and surrender to God, raj?’ into spiritual optimism, and khawf into self-regulation and religious responsibility. Riy??ah is conceptualized as transformative experiential spiritual education, comprising riy??ah as an experiential mechanism, istiq?mah as a continuity mechanism, the kiai/mursyid as a guidance mechanism, and the pesantren environment as a reinforcement mechanism. Conclusion: Developing students’ religious character requires integrating spiritual experience, continuity of practice, sustained guidance, and a supportive educational environment. The study conceptualizes riy??ah as a transformative pedagogical mechanism that bridges Sufi values from cognitive knowledge to inner dispositions and religious conduct.