Toward an Integrative Framework of Santri Discipline Development in Pesantren Boarding Systems
DOI:
https://doi.org/10.35723/jie.v11i1.736Keywords:
Discipline, Pesantren Boarding System, Integrative Conceptual Framework, Character EducationAbstract
This study aims to synthesise various strategies for student discipline coaching within the Islamic boarding school (pesantren) system. It addresses the gap between institutional regulations and the reality of student behavior by analysing how various pedagogical and managerial approaches, such as habituation, modeling, and persuasive communication, work together to form a holistic and sustainable disciplined character. This research employs a qualitative library research method. Data were systematically gathered from various scientific journal articles, academic documents, and previous case studies related to discipline coaching in pesantren. The data were analysed using descriptive-analytic techniques, involving thematic categorisation and synthesis to provide a comprehensive conceptual framework beyond localised case studies. The findings, derived descriptive qualitative analysis combined with thematic synthesis, identify three fundamental pillars of discipline coaching: First, the Strategic Role of Supervisors, who function as in loco parentis and uswatun hasanah (role models). Second Habituation and Integrated Regulation, encompassing 24-hour routine management and the implementation of educative ta'zir (reward and punishment). Third Institutional Synergy, particularly the empowerment of student organisations as agents of change. The triangulated synthesis demonstrates that these interconnected pillars collectively transform external compliance into intrinsic discipline and provide a holistic conceptual framework for discipline development in pesantren boarding systems. The study identifies significant challenges, including infrastructure limitations (e.g., sanitation facilities), varying competencies of supervisors, and the diverse socio-psychological backgrounds of students. However, the results imply that these can be mitigated through adaptive strategies, such as personalised-persuasive approaches and multilateral collaboration between the school and parents. It offers a systematic reference for pesantren administrators to implement an adaptive and humanistic discipline system that remains relevant in the modern educational context.
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