Putri Nur Azizah, Moh Sulhan, Heny Mulyani

Student Management and Character Building Discipline of Islamic Boarding School Students

Introduction

Student management and character building discipline of islamic boarding school students . Explore the impact of student management on disciplinary character in Islamic boarding schools. This study finds high student management and a 33.5% contribution to student discipline.

Abstract

Student management plays a crucial role in organizing students’ daily activities and shaping their disciplinary character in Islamic boarding schools that implement a 24-hour education system. This study aims to determine the implementation of student management, the level of students’ disciplinary character, and the contribution of student management to the development of disciplinary character. This research employed a quantitative approach with a survey method. Data were collected using a Likert-scale questionnaire and analyzed through validity testing, reliability testing, normality testing, linearity testing, simple linear regression, and the coefficient of determination. The sample consisted of 85 students. The results show that the average score of the student management variable is 4.16 (high category), while the disciplinary character variable is 4.33 (very high category). The coefficient of determination of 0.335 indicates that student management contributes 33.5% to students’ disciplinary character, while the remaining 66.5% is influenced by other factors beyond this study.

Review

This study addresses a highly relevant topic concerning student management and character building discipline within the unique context of Islamic boarding schools, which operate on a 24-hour educational model. The authors clearly outline their objectives: to ascertain the implementation of student management practices, evaluate the level of students' disciplinary character, and determine the contribution of student management to this character development. Employing a quantitative approach with a survey method and a suite of robust statistical analyses including simple linear regression, the research provides a structured investigation into these critical areas, utilizing a sample of 85 students to gather data via a Likert-scale questionnaire. The findings indicate a strong presence of effective student management practices, scoring high at 4.16, alongside a very high level of disciplinary character among students, averaging 4.33. Crucially, the study identifies that student management contributes 33.5% to the development of students' disciplinary character, a significant if not overwhelming proportion. While the statistical methods employed for data analysis (validity, reliability, normality, linearity testing) appear sound, the abstract highlights that a substantial 66.5% of disciplinary character is influenced by factors external to this study. The relatively modest sample size of 85 students, though adequately supporting the chosen statistical methods, might limit the broader generalizability of these findings across diverse Islamic boarding school environments. Overall, this research offers valuable preliminary insights into the mechanics of discipline and character formation in a specific educational setting. The identification that student management explains approximately one-third of the variance in disciplinary character is an important contribution, providing a foundation for targeted interventions. For future research, it would be highly beneficial to delve into the "other factors" that account for the majority of disciplinary character development, potentially through mixed-methods research incorporating qualitative data, or by expanding the quantitative model to include additional independent variables such as curriculum design, peer influence, or specific aspects of religious instruction. Expanding the sample size and scope to include multiple institutions could also enhance the external validity and applicability of the findings.

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