This study examines Arabic–Indonesian code-mixing practices in Islamic educational settings as a linguistic phenomenon shaping learning and social interaction. It aims to analyze the forms, functions, and contextual meanings of code-mixing across academic and non-academic domains. Employing a qualitative case study design, the study involved 32 students and one ustadz as key participants. Data were collected through participant observation, audio-recorded interactions, and semi-structured interviews, and analyzed thematically. The findings reveal that code-mixing is predominantly realized through the insertion of Arabic lexical elements. In academic contexts, it functions as a pedagogical and interactional strategy to mediate conceptual understanding, while in non-academic settings it serves as a marker of identity, solidarity, and symbolic capital. These findings highlight code-mixing as a valuable linguistic resource, contributing to the advancement of educational sociolinguistics and informing bilingual pedagogical practices in Islamic educational contexts.

ABSTRACT This ethnographic study examines everyday educational practices within Indonesian pesantren (Islamic boarding schools) and their function as social reproduction mechanisms through embodied authority and collective learning. Based on 15 months of ethnographic fieldwork across three pesantren in Madura, this research illuminates how authority is enacted, negotiated, and transformed through daily educational interactions among kyai (religious leaders), ustadz (teachers), and santri (students). Through participant observation, life history interviews, and reflexive engagement, this study demonstrates that pesantren educational practices operate as cultural transmission sites where traditional Islamic knowledge, social hierarchies, and moral dispositions are reproduced through embodied performances of respect, ritualised learning practices, and spatial arrangements. The findings reveal how santri agency emerges within rigid authoritarian structures, creating spaces for negotiation and micro-resistance that challenge linear narratives of religious socialisation. This ethnography contributes to understanding how educational institutions function simultaneously as cultural reproduction mechanisms and sites of social transformation.

This study investigates the internalization of honesty values through habituation practices at Sa’adatuddaren Islamic Boarding School and identifies the structural and relational conditions that support or hinder this process. Honesty is a central concern in character education, particularly in Islamic boarding schools where moral values are cultivated through religious discipline, communal living, and daily routines. Using an interpretive qualitative case study design, data were collected over three months through participant observation, semi-structured interviews with students, teachers, an administrator, and the pesantren leader, as well as document analysis. The findings show that honesty is promoted through institutionalized routines, including truthful attendance reporting, independent academic work, transparent financial responsibility, communal duties, and religious participation. However, habituation alone does not ensure deep moral internalization. Students’ honesty develops from external compliance to behavioral habituation, reflective awareness, and relational internalization when routines are supported by teacher modeling, reflective discipline, peer accountability, and psychosocial safety. This study contributes by conceptualizing honesty internalization in pesantren as an interaction between structural habituation and relational moral support within a welfare-oriented moral ecology.

The purpose of this study is to analyze the impact of using a Contextual Teaching and Learning (CTL) model based on islamic boarding school culture on students’ understanding of mathematical concepts in the topic of arithmetic sequences and series. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects consisted of 39 eleventh-grade students at MA Nurul Hasan Maron Probolinggo, selected using purposive sampling, comprising an experimental class and a control class. Data collection was conducted through pretests and posttests, then analyzed using descriptive statistics, normality tests, homogeneity tests, independent sample t-tests, N-gain, and effect size. The results showed a significant difference between the experimental and control classes, with a significance level of 0.000 < 0.05 and a t-value of -4.724. The average score of the experimental class increased from 49.75 to 80.00, while that of the control class increased from 41.05 to 64.47. The experimental class’s N-gain value of 0.60 (moderate category) was higher than the control class’s 0.40, supported by an effect size of 1.55 (large category). These findings indicate that CTL learning based on islamic boarding school culture makes a significant difference in improving students’ understanding of mathematical concepts. This study underscores the importance of integrating local cultural contexts as a meaningful and relevant source of learning that aligns with students’ experiences in mathematics education.

Digital transformation presents a dualism of opportunities and challenges for the sustainability of Islamic Religious Education (PAI). This qualitative multiple-case study analyzes technology integration at the Islamic University of Malang (UNISMA) and Sabilurrosyad Islamic Boarding School. Data were gathered through in-depth interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model. Findings show that UNISMA integrates technology via Learning Management Systems (LMS) to foster constructivist learning, while Sabilurrosyad adopts digital tools selectively to preserve ta'dib (moral discipline) and traditional values. This study demonstrates that effective PAI digitalization requires a synergy between technological utility and Islamic spirituality. Furthermore, it proposes an integration of the Technology Acceptance Model (TAM) with religious value dimensions and ta'dib principles as a theoretical framework for Islamic educational contexts. Ultimately, digital transformation in PAI must transcend instructional efficiency to actively reinforce the moral and spiritual dimensions of learners.

The increasing involvement of women in Islamic educational leadership has challenged the long-standing assumption that religious authority within pesantren is predominantly male. However, limited attention has been given to how female leadership is sustained and transferred across generations within Islamic boarding schools. This study aims to examine the construction of female religious authority and the process of leadership succession at Pondok Pesantren Zumrotuththolibin through a sociological feminist perspective. A qualitative case study design was employed, involving in-depth interviews, participant observation, and document analysis. Fifteen participants, including the nyai, prospective successors, administrators, teachers, students, and community members, were selected through purposive sampling. Data were analyzed using thematic analysis supported by triangulation and member-checking procedures to ensure credibility. The findings reveal that female leadership legitimacy is established through a combination of religious competence, moral authority, managerial capability, and community trust. The study further demonstrates that leadership succession is intentionally institutionalized through religious education, family mentorship, gradual delegation of responsibilities, and active involvement of future female leaders in pesantren management and community engagement. The regeneration of authority among the nyai’s daughters illustrates how female leadership can be reproduced beyond individual charisma and transformed into a sustainable institutional structure. From a sociological feminist perspective, these findings challenge patriarchal assumptions regarding religious leadership while demonstrating the compatibility of female authority with Islamic educational traditions. This study contributes to the literature on gender, religious leadership, and succession in Islamic educational institutions by providing empirical evidence of how female authority is constructed, legitimized, and sustained within contemporary Indonesian pesantren.

This study aims to analyze the implementation of the sorogan method in learning the Book of Al-Jurumiyyah and to find out the development of students' understanding of nahwu material in Dormitory I of the Ngalah Sengonagung Purwosari Islamic Boarding School, Pasuruan. This research uses a qualitative approach with a case study type of research. Data collection techniques are carried out through observation, semi-structured interviews, and documentation. The results of the study show that the implementation of the sorogan method is carried out individually through the stages of material preparation, submission of readings, direct correction, and continuous evaluation. The students perform muthala'ah before depositing the reading to the ustadzah, then the ustadzah provides corrections to errors in harakat, meaning, and the application of nahwu rules. The application of the sorogan method has been proven to be able to improve the ability to read books without harakat, understanding the rules of nahwu, reading thoroughness, and the courage of students in explaining the material. The development of students' understanding shows diverse results according to their educational background, basic Arabic language skills, and the intensity of each student's practice, but in general the sorogan method is considered effective because it provides personalized, active, and intensive learning. Thus, the sorogan method remains relevant in learning the yellow book as an effort to strengthen basic Arabic language competencies and understanding of nahwu students in the pesantren environment.

Religion and culture strongly influence daily life in many populations. Children rely on the beliefs and habits of parents, caregivers, and teachers to manage their oral health. This study explored the oral health knowledge, perceptions, hygiene habits and care-seeking behaviours of parents and teachers of children attending Islamic boarding schools in Pakistan. A qualitative study was conducted in Lahore, Pakistan, during May-June 2024, including Focus Groups (FGs) with teachers (N = 3) and semi-structured interviews with parents (N = 17). Purposive sampling was used to recruit participants. Interview guide was based on research questions and previous literature. Interviews were audio-recorded, translated, and transcribed in English for thematic analysis. From the thematic analysis, two overarching themes emerged: (A) religion, culture, and oral health, and (B) attitudes, behaviours, and oral health. These themes were further divided into two and three major subthemes, encompassing six and eight minor subthemes, respectively. The major subthemes from theme (A) were: 1) oral health as part of Islamic religious teachings, and 2) the use of alternatives to toothbrushes. For theme (B), the major subthemes included: 1) brushing habits and dental problems among parents and children, 2) oral health-seeking behaviour and its barriers, and 3) the positive role of schools. This qualitative study offered deeper insights from teachers and parents for improving children's oral health. To effectively educate children, culturally and religiously sensitive health campaigns involving parents and religious teachers at schools are essential, as these adults serve as role models for establishing lifelong habits, including good oral hygiene practices. • Religio-cultural influences and personal rationale impact oral health. • Parents and teachers believed that home remedies are better in tackling dental problems than going to a dentist. • Key barriers to seeking dental treatment included high cost, fear of pain and lack of trust in dentists. • Schools should encourage regular brushing, organize dental camps, lectures and provide dental products to children.

This research stems from the urgent need to strengthen moral education in the era of globalisation, which is characterised by a value crisis and a weakening of the internalisation of religious ethics among students, particularly in the context of Islamic boarding school-based education. The purpose of this study is to analyse the implementation of Sufi-based education in shaping the moral development of students at MTs NU Sindujoyo Gresik. This study uses a qualitative approach with a case study design, utilising data collection techniques such as participant observation, in-depth interviews, and documentation. Data analysis was conducted using the perspective of Islamic spiritual education and the theory of value internalisation. The results of the study indicate that the integration of Sufi values based on Islamic boarding school culture, the exemplary behaviour of teachers and kiai, and routine spiritual activities such as Dhuha prayer, Dhuhr prayer in congregation, dhikr, and istighasah play an important role in forming a conducive educational ecosystem. Values such as tazkiyat al-nafs, muraqabah, ikhlas, and Mahmudah morals are effectively internalised in the lives of students. The findings demonstrate an improvement in students' moral character, including discipline, responsibility, social empathy, and self-control, through a synergy between the formal curriculum, the hidden curriculum, and Islamic boarding school culture. Sufi-based education focuses not only on cognitive aspects but also brings about profound moral and spiritual transformation, making it a relevant model for integrative and adaptive Islamic education.

The purpose of this study is to analyze the financial performance of Kopontren Walisongo in Sragen City from 2018 to 2021 based on the analysis of capital aspects, productive asset quality aspects, liquidity aspects, independence and growth aspects; and to determine the overall condition of Kopontren Walisongo in Sragen City from 2018 to 2021. The technique used in analyzing the data is descriptive analysis guided by the Regulation of the Minister of Cooperatives and Small and Medium Enterprises of the Republic of Indonesia Number:06/Per/Dep.6/ IV/2016. The variables studied are financial performance, namely capital aspects, productive asset quality aspects, liquidity aspects, independence and growth aspects. The data source used in this study comes from secondary data, namely the Annual General Meeting of Walisongo Islamic Boarding School (RAT) from 2018 to 2021. The results obtained from this study from the capital aspect obtained a score of 70,0 (fairly healthy), the quality aspect of productive assets obtained a score of 89,5 (healthy), the liquidity aspect obtained a score of 70,8 (fairly healthy), the independence and growth aspect obtained a score of 77,5 (fairly healthy). Overall, Walisongo Islamic Boarding School is categorized as Fairly Healthy because the average score obtained is 78.8. The Operating Surplus (SHU) from 2018 to 2021 is Rp.122.190.700; Rp.182.062.459; Rp.185.774.017; Rp.175.287.915. The conclusion obtained from this study is that the financial performance of the Walisongo Islamic Boarding School Cooperative (Kopontren) in Sragen City is quite healthy even though it experienced a decline in Operating Surplus (SHU).

This study analyzes the opportunities and challenges faced by Islamic boarding schools in the era of regional autonomy, focusing on Ashqaf Millennial Tahfidz Boarding School in Pontianak. In the context of liquid modernity, marked by rapid social change, technological disruption, and policy decentralization, Islamic boarding schools are required to develop flexible and adaptive institutional strategies. This study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with boarding school administrators, participatory observation, and documentation of relevant regulations. The findings show that regional autonomy provides opportunities for Islamic boarding schools through legal recognition under Law No. 18 of 2019 and greater flexibility to develop curriculum innovations based on local potential. Ashqaf responds to these opportunities by integrating digital technology through the GEMAR program, a digital-based Qur’anic learning and student development initiative, and by strengthening economic self-reliance through Baitul Maal Ashqaf (BMA), an institutional financial and social fund management unit coordinated with BAZNAS. However, regional fiscal disparities and unequal political commitment across local governments remain key challenges in ensuring equitable quality among Islamic boarding schools. This study concludes that the integration of Qur’anic spiritual values, represented through the ASI concept, with adaptive modern management strengthens the resilience of Islamic boarding schools as independent and inclusive partners in regional educational development.

ABSTRACT Dominant bilingual education theories assume languages compete for cognitive resources and cultural authority, yet faith-based institutions navigate distinctive tensions where language choices carry theological significance beyond pragmatic concerns. This study examines bilingual education practices across four Islamic boarding schools (pesantren) in Indonesia, and in Malaysia. Drawing on a multiple comparative case study design Yin with ethnographic data collection methods – 18 months of fieldwork, 64 semi-structured interviews, and institutional document analysis – we identify three patterns distinguishing pesantren bilingualism: sacred-secular integration, where Arabic and English function as complementary capitals operating across distinct but interconnected fields; network-based mobility through transnational institutional partnerships; and identity calibration, as alumni strategically deploy bilingual repertoires across contexts carrying different legitimacy criteria. Findings reveal ‘polyvalent bilingualism’ – linguistic ecologies where multiple languages amplify and not dilute cultural identity. This challenges Bourdieu’s zero-sum model of linguistic capital competition and extends glocalization theory to faith-based educational contexts, demonstrating how institutions outside the Global North construct innovative responses to globalisation pressures while maintaining cultural distinctiveness.

This study aims to assess the business feasibility and development strategy of a hydroponic greenhouse operated by the Suryalaya Islamic Boarding School in Tasikmalaya. A descriptive qualitative approach was applied through a single case study design, with data sourced from in-depth interviews, field observations, and a review of financial records for the first production cycle. The analysis includes a classification of cost structures, calculation of Cost of Goods Sold (COGS) using variable costing and full costing methods, evaluation of marketing channels, and formulation of a SWOT-based strategy. Key findings reveal that first-cycle expenditures are heavily dominated by one-time infrastructure investments, while recurring operational costs per cycle are significantly lower. The gap between full cost COGS and the prevailing selling price, primarily caused by amortization expenses in the initial operational phase, is expected to narrow significantly in subsequent cycles as fixed costs are spread over a longer production horizon. The marketing analysis identifies two channels with different price levels, indicating an untapped opportunity in the premium segment

High-density dormitories and continuous daily activities characterize Islamic boarding schools (pesantren), which are residential educational institutions. This makes pesantren vulnerable to various disaster risks, particularly earthquakes and fires, which can have significant physical and psychological impacts. However, most students (santri) have limited knowledge of disaster mitigation and occupational safety and health (K3) implementation. The goal of this community service program was to increase santri awareness, knowledge, and abilities when dealing with disaster situations through socialization and training. Methods included delivering materials, facilitating interactive discussions, conducting evacuation simulations, and providing hands-on practice with fire extinguishers. The program took place at Pondok Pesantren Jabal Noer in Sidoarjo and was attended by students from Madrasah Aliyah in grades 10 and 11. Results showed participants improved their understanding of disaster mitigation concepts, self-rescue steps during earthquakes and fires, and the importance of applying occupational safety principles in the pesantren environment. Additionally, participants were able to practice an orderly emergency evacuation and use an APAR. The program is expected to be the first step in establishing a disaster-aware and safety-conscious culture in pesantrens, as well as encouraging the formation of a sustainable Student Disaster Response Team.

This study critically analyzes the necessity of having a teacher within the Indonesian Islamic boarding school (pesantren) tradition through the lens of classical Islamic epistemology and contemporary philosophy of science. Employing qualitative hermeneutic-analytical approach based on library research adn focus group discussion, this investigation examines the epistemological validity of the teacher-student transmission system that has become the target of criticism from modern liberal Muslims such as Guru Gembul. The theoretical framework combines Hans-Georg Gadamer's philosophical hermeneutics (fusion of horizons) with Imre Lakatos's methodology of scientific research programmes to evaluate the pesantren tradition. Key findings reveal that: (1) the Arab-Islamic oral tradition practiced in pesantren is a sophisticated quality control system that anticipated insights of modern hermeneutics; (2) the sanad-ijazah system instantiates Gadamerian fusion of horizons where knowledge transmission is a dialogical encounter between tradition and context; (3) within Lakatos's, the pesantren tradition demonstrates characteristics of a progressive research programme over centuries, while liberal Muslim critiques exhibit mixed-evaluation; (4) critiques of "intellectual dependence" on teachers reveal a category mistake assuming epistemological autonomy ex-nihilo. This research contributes to contemporary Islamic epistemology discourse by demonstrating the necessity for epistemological justice that acknowledges the complexity of Islamic scholarly traditions often subordinated in modern discourse.

This study aims to analyze the digital branding strategy of Islamic boarding schools through marketing content on Instagram, specifically in building the institution's image and attracting public interest. The research method used is a qualitative approach with content analysis of posts on the Islamic boarding school's Instagram account, supported by interviews and observations to deepen the data. The results show that the Islamic boarding school's digital branding strategy is carried out through three main patterns: highlighting religious and educational values, using attractive and consistent visuals, and utilizing student testimonials and activities as a form of promotion. Educational and inspirational content has proven more effective in building engagement with the audience. In addition, Instagram plays a significant role as the primary medium in shaping the modern image of Islamic boarding schools without abandoning their traditional values. The implication of this study is the importance of professional social media content management so that Islamic boarding schools can compete in the digital era, while strengthening institutional identity in an increasingly digital-savvy society.

<p><em>This study aims to identify the planning of the Quranic Recitation Program, analyze its implementation, analyze the resulting evaluation, and analyze the supporting and inhibiting factors of its implementation at the Ibadurrahman Islamic Boarding School in Stabat.The method used is qualitative with a case study approach. Data collection is conducted through interviews, observations, and documentation. Data analysis is carried out through data reduction, data presentation, and drawing conclusions. Meanwhile, data validity is tested through source triangulation.The research results indicate that the Taḥfīẓ Al-Qur'an Program at Pondok Pesantren Ibadurrahman Stabat runs according to the stages of management, namely planning, implementation, and evaluation. Planning is carried out by setting objectives based on the needs, age, and abilities of the students, although there is not yet a written curriculum. The program's goal is to create a generation capable of reading the Al-Qur'an according to tajwid and to develop children’s characters with Quranic values. The implementation of this program includes setting tiered memorization targets (3, 5, 10, 15, 20, and 30 juz). Evaluation is carried out to measure the achievement of program targets through assignments such as creating content and translating word by word, as well as submitting memorization to the Taḥfīẓ Al-Qur'an teacher.</em></p>

ABSTRACT This narrative case study explores parents’ perspectives on character education programs in Islamic boarding schools (pesantren). Semi-structured interviews were conducted with fifteen parents to capture their perceptions, expectations, and lived experiences regarding their children’s moral and character development. Using interpretative phenomenological analysis (IPA), four key themes emerged: (1) the influence of parents’ social and cultural backgrounds on their choice of pesantren; (2) the character values parents prioritize for their children; (3) parents’ evaluations of the pesantren’s effectiveness in fostering these values; and (4) the role of parents in reinforcing character development at home. Findings indicate that parents generally view pesantren positively, highlighting both observable behavioral improvements in their children and their own active participation in supporting character education. These insights underscore the importance of fostering strong parent-school partnerships and provide valuable guidance for educators, practitioners, and policymakers aiming to enhance holistic character development in pesantren settings.

This article examines the role of human ethics as a foundation for fostering religious moderation, with a particular focus on character education practices at Pondok Al Fithrah Surabaya. In the contemporary era, where religious polarization and intolerance remain pressing challenges, pesantren institutions play a crucial role in nurturing balanced and inclusive perspectives among young Muslims. Human ethics, understood as universal values such as justice, compassion, tolerance, and respect for human dignity, provides an essential framework for developing a moderate religious attitude rooted in Islamic spirituality. The study employs a qualitative-descriptive approach, drawing on observations, interviews with educators and students, and document analysis at Pondok Al Fithrah. Findings suggest that the pesantren integrates human ethics into daily practices, including the cultivation of humility, discipline, cooperation, and respect for diversity in religious and social life. These values are embedded not only in the formal curriculum but also in extracurricular activities, communal rituals, and the living tradition of Sufi-oriented education. Moreover, the article highlights how Al Fithrah’s approach contributes to the broader discourse of religious moderation in Indonesia by promoting harmony, preventing radical tendencies, and encouraging constructive engagement with plural society. It concludes that the integration of human ethics in character education at pesantren serves as a practical model for shaping moderate, ethical, and socially responsible individuals, thereby reinforcing the role of Islamic boarding schools as vital agents of peacebuilding and moral development in the 21st century.

Abstract: The digital era demands that every individual possess visual literacy competencies, but in Islamic boarding schools (pesantren), access to technology is often limited to maintain focus on worship. The main problem at the Salafiyah Al-Furqon Islamic Boarding School in Sawangan, Magelang Regency, is the digital skills gap among 12th-grade students. This is caused by the boarding school's policy of only allowing mobile phone use during semester breaks, leaving students lacking practical multimedia skills prior to graduation. This community service activity aims to provide a solution through basic photography and videography training as a soft skill for alumni independence. The method used is a workshop that combines theoretical explanations and direct practice (experiential learning). The results of this activity show a significant increase in students' technical competency; participants are able to operate smartphone cameras with stable shooting techniques, understand the principles of visual composition (such as the rule of thirds and leading lines), and are able to perform basic video editing using mobile-based software applications. Through this training, Islamic boarding school graduates are expected to become individuals who are adaptive to technological developments and able to utilize visual media as a means of creative economics and digital da'wah after graduation.