INTERNALIZATION OF MANHAJ AL-BAHJAH IN STUDENT DEVELOPMENT
IMPLICATIONS FOR GRADUATE QUALITY
DOI:
https://doi.org/10.30868/ei.v15i03.10155Keywords:
Internalization of manhaj, Quality of graduates, Student developmentAbstract
in student development at SMAIQu Al-Bahjah Cirebon and to explore its implications for the quality of graduates. The study employed a qualitative case study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation involving school personnel, students, and alumni who were directly involved in or experienced the student development process. The data were analyzed thematically through coding, theme development, comparison across data sources and methods, and interpretive analysis. The findings indicate that the internalization of Manhaj Al-Bahjah is implemented through a continuous process consisting of value introduction, teacher and mentor role modeling (uswah), spiritual activities, muhasabah, and daily behavioral habituation. These practices provide a structured environment in which Islamic values are repeatedly transmitted, practiced, reflected upon, and reinforced in students’ daily lives. Participants’ accounts and institutional observations indicate that the process is perceived to support the development of several dimensions of graduate quality, particularly moral integrity, spiritual awareness, discipline, responsibility, and social conduct. The internalization process is supported by the pesantren environment, teacher commitment, consistent spiritual programs, and parental support, while differences in students’ backgrounds, adjustment difficulties, and limitations in dormitory facilities constitute contextual challenges. The study contributes an empirically grounded model of how an institutional Islamic educational framework is internalized through value transmission, role modeling, repeated practice, reflection, and habituation within a pesantren-based school environment.
References
Agustia, E., Alawiyah, T., & Sembiring, N. (2023). Pengaruh Nilai Pendidikan Akhlak Dalam Meningkatkan Moral Santri Tingkat Tsanawiyah Pesantren Modern Al-Kautsar Al-Akbar Medan. Jurnal Pendidikan Agama Islam Dan Riset (J-Paris), 4(1), 41–56.
Ahyani, H., Putra, H. M., Mutmainah, N., & Syamsudin, S. (2023). Penerapan Nilai-Nilai Pendidikan Islam Holistik berbasis Karakter di Pondok Pesantren Miftahul Huda Al Azhar Citangkolo Kota Banjar di Era Revolusi Industri 4.0. Tarbawiyah : Jurnal Ilmiah Pendidikan, 7(1), 1. https://doi.org/10.32332/tarbawiyah.v7i1.5445
Berkowitz, M. W. (2022). Implementing and Assessing Evidence-Based Character Education. Journal of Education, 202(2), 191–197. https://doi.org/10.1177/00220574211026908
Bronfenbrenner, U. (1979). The Ecology of Human Development Experiments by Nature and Design (1st ed.). President and Fellows of Harvard College.
Cresweel, John W; Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Metdhods Approaches. In Writing Center Talk over Time (6th ed.). Los Angeles : SAGE.
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School? Sage Open, 12(4). https://doi.org/10.1177/21582440221134089
Hidayat, R., & Malik, F. A. (2024). Pengaruh Pelaksanaan Kebijakan Pembinaan Siswa Terhadap Manajemen Kesiswaan dalam Mewujudkan Prilaku Disiplin Siswa. J-STAF : Siddiq, Tabligh, Amanah, Fathonah, 1(2), 415–435. https://doi.org/10.62515/staf.v1i2.90
Indy, R. (2019). Peran Pendidikan Dalam Proses Perubahan Sosial Di Desa Tumaluntung Kecamatan Kauditan Kabupaten Minahasa Utara. HOLISTIK, Journal Of Social and Culture, 12(4), 1–18.
Jusubaidi, J., Lindgren, T., Mujahidin, A., & Rofiq, A. C. (2024). A Model of Transformative Religious Education: Teaching and Learning Islam in Pondok Modern Darussalam Gontor, Indonesia. Millah: Journal of Religious Studies, 171–212. https://doi.org/10.20885/millah.vol23.iss1.art6
Khadavi, M. J. (2023). Spiritual Mental Development Concept and the Implications for Students. Halaqa: Islamic Education Journal, 7(1), 21–29. https://doi.org/10.21070/halaqa.v7i1.1624
Magnalena, I., Rismawati, P., Ardani, R., & Daffah, V. (2023). Evaluasi Pendidikan Karakter: Mengukur Pengembangan Moral dan Etika dalam Pendidikan. Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam, 1(3), 01–09.
Mardliyah, Z. (2021). Model Pembelajaran Pembiasaan Dalam Membentuk Karakter Islami Dan Akhlak Mulia Pada Peserta Didik Mi Nu Tarbiyatul Islam Loram Wetan Jati Kudus Tahun 2021/2022. Teacher : Jurnal Inovasi Karya Ilmiah Guru, 1(1), 1–9. Https://Doi.Org/10.51878/Teacher.V1i1.495
Maulidin, S. (2024). Pendidikan Kemandirian Di Pondok Pesantren (Studi Mengenai Realitas Kemandirian Santri di Pondok Pesantren Darul Falah Bandar Lampung). Jurnal Kajian Pendidikan Islam, 3(2), 123–139.
Miftahuddin, M., Aman, A., & Yuliantri, R. D. A. (2024). Islamic character education model: An in-depth analysis for Islamic boarding school. Jurnal Cakrawala Pendidikan, 43(2), 370–380. https://doi.org/10.21831/cp.v43i2.66516
Mufi, A. M., Elhady, A., & Mursalim, M. (2023). Section Articles Internalization of Religious Moderation Values: Active Tolerance and Social Harmony in Education in Indonesia. El-Tarbawi, 16(1), 1–32. https://doi.org/10.20885/tarbawi.vol16.iss1.art1
Prastiyo, Ricky Dwi ; Wibowo, P. (2023). Strategi Pembinaan Kepribadian Berbasis Pondok Pesantren Di Lembaga Pemasyarakatan: Masuk Napi Keluar Santri. Jurnal Sains Student Research, 1(1), 130–142.
Rifai, A., & Rusdiati. (2021). Pembinaan Karakter Melalui Kegiatan Malam Bina Iman Dan Taqwa di SDIT An-Nahl Tabalong Ahmad. BADA’A: Jurnal Ilmiah Pendidikan Dasar, 3(2), 104–118.
Sabiq, S. (2020). Eksisntensi Pesantren Sebagai Lembaga Pendidikan Islam. Atta’dib Jurnal Pendidikan Agama Islam, 1(2), 13.
Samaloisa, H. A. S. (2023). Pentingnya Guru Pendidikan Agama Kristen Dalam Pembentukan Karakter, Spiritual, Moralitas dan Rohani Peserta Didik. Sinar Kasih: Jurnal Pendidikan Agama Dan Filsafat, 1(2), 162–178.
Ulfah Fauziah, Siti Qomariyah, S., & Babullah, Rubi Jimatul Rizki, N. N. (2023). Konsep Pendidikan Holistik di Sekolah Dasar Islam Terpadu (SDIT) Assajidin Sukabumi. Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika, 1(5), 33–44.
van Deursen-Vreeburg, J. (2024). Vacare: from Lectio Divina to Contemplative Reading. Making space for the personal formation of secondary school students. Journal of Religious Education, 72(2), 203–221. https://doi.org/10.1007/s40839-024-00232-5
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Carnawi, Fatimah Az Zahro, Muhammad Khildan Khoirul Amal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
