This study was motivated by the importance of developing religious character at
the Madrasah Ibtidaiyah level, which has not yet been optimally achieved through formal
education due to limited opportunities for habituation and supervision outside the school
environment. The Boarding School One Year program at Madrasah Ibtidaiyah Pesantren
Anak Sholeh Baitul Qur'an Gontor was developed as an intensive character-building
strategy through the internalization of the Panca Jiwa values, namely sincerity, simplicity,
self-reliance, Islamic brotherhood, and responsible freedom. This study aimed to analyze
the outcomes of religious character development among sixth-grade students through the
internalization of the Panca Jiwa values and to identify the supporting and inhibiting factors
affecting the implementation of the Boarding School One Year strategy.
This study employed a qualitative approach using a case study design. The research
was conducted at Madrasah Ibtidaiyah Pesantren Anak Sholeh Baitul Qur'an Gontor. The
research participants consisted of musyrif (boarding supervisors) and sixth-grade students
participating in the Boarding School One Year program. Data were collected from primary
and secondary sources through observation, in-depth interviews, and documentation. The
researcher served as the primary research instrument, supported by observation guidelines,
interview protocols, and documentation. Data were analyzed interactively through data
reduction, data display, and conclusion drawing, while the trustworthiness of the findings
was established through source and technique triangulation.
The findings revealed that the Boarding School One Year strategy effectively
fostered students' religious character through the comprehensive internalization of the
Panca Jiwa values embedded in all aspects of Boarding School life. Students' religious
character developed across the five dimensions of religiosity proposed by Glock and Stark:
religious belief, religious practice, religious experience, religious knowledge, and religious
consequences. Sincerity strengthened students' orientation toward worship, simplicity
promoted self-control, self-reliance cultivated responsibility, Islamic brotherhood
enhanced social concern, and responsible freedom developed students' ability to make
decisions based on Islamic values. The success of religious character development was
supported by a religious Boarding School environment, exemplary role models provided
by the musyrif, a values-based curriculum, and a strong culture of discipline. Nevertheless,
several challenges remained, including students' diverse backgrounds, adaptation
processes, and varying levels of religious motivation.
The findings imply that the Boarding School One Year model, grounded in the
internalization of Panca Jiwa values, can serve as an effective framework for strengthening
religious character education at the Madrasah Ibtidaiyah level. The integration of pesantren
culture, exemplary leadership, habituation, and continuous mentoring has proven effective
in fostering the holistic internalization of religious values and may serve as a valuable
reference for the development of character education policies in madrasahs and other
Islamic educational institutions.
Keywords: Boarding School One Year, Religious Character, Panca Jiwa.