The Role of Islamic Boarding Schools in Shaping Students’ Character Through Life Skills Education at Miftahul Hidayah Cinisti Islamic Boarding School

Afifah Fitria Hamdah; Hilda Ainissyifa; Fiqra Muhamad Nazib

doi:10.31943/afkarjournal.v9i3.3559

Authors

Afifah Fitria Hamdah Universitas Garut
Hilda Ainissyifa Program Studi Pendidikan Agama Islam Universitas Garut
Fiqra Muhamad Nazib Program Studi Pendidikan Agama Islam Universitas Garut

DOI:

https://doi.org/10.31943/afkarjournal.v9i3.3559

Keywords:

Life Skills, Student Character, Islamic Boarding School, Character Education, Habituation

Abstract

The existence of Islamic boarding schools has a strategic position in producing an independent and noble generation through a boarding system. This study aims to analyze the implementation of life skills education, examine the role of Islamic boarding schools in constructing personality, while mapping the real contribution of these skills to the character of students at the Miftahul Hidayah Cinisti Islamic Boarding School. The research method used is a descriptive qualitative approach. Primary and secondary data were collected by researchers through in-depth interviews, participatory observation, and valid documentation studies. Regarding the determination of informants, researchers applied a purposive sampling technique involving elements of the Islamic boarding school leadership, the council of ustaz/ustazah, students, and representatives of students' guardians. The results of the analysis show that life skills education is systematically integrated through routine religious and independence activities, such as muhadhoroh, cleaning duty, bahtsul masa'il, halaqah, cooking, and the implementation of tajiran rules. This series of agendas has been proven to be able to stimulate aspects of personal skills, social skills, academic skills, and vocational skills of students. This ongoing, hands-on experience contributes significantly to instilling the values of discipline, responsibility, independence, cooperation, and daily communication skills. Although the dynamics of this character formation are not entirely evenly distributed due to the influence of the students' personal backgrounds and sociological conditions, this study demonstrates that the life skills program is a strategic pillar in developing the students' personalities holistically and sustainably.

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