From Religious Knowledge to Moral Practice: A Multisite Study on the Internalization of Honesty in Pesantren-Based Madrasahs
DOI:
https://doi.org/10.61987/jsse.v3i2.2854Keywords:
Honesty Internalization, Islamic Education, Character Formation, Academic IntegrityAbstract
This study aims to examine the internalization of Islamic teachings as a transformative process connecting religious knowledge with students' honest character in pesantren-based secondary education. Employing a qualitative multisite case study design, data were collected through participant observation, in-depth interviews, and documentation. Data were analyzed interactively using data condensation, data display, and conclusion drawing. The findings reveal that honesty internalization operates systematically through six interconnected strategies: exemplary conduct (uswah hasanah), habituation (ta'wid), contextual learning integration, moral advice (mau'idzah hasanah), supervision with reflective discipline, and school–pesantren–family collaboration. These strategies effectively bridge the gap between cognitive moral understanding and actual behavior, leading to enhanced academic integrity, improved social trust, and sustained honest dispositions. The study implies that fostering student integrity requires an ecological character-building model that moves beyond rote knowledge transmission to leverage continuous habituation, teacher modeling, and cross-environmental synergy. Consequently, educational practitioners must design integrated curricula that embed moral values into everyday practice.
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