Analysis of The Formation of Islamic Character in Islamic Boarding School Students Through Qur’anic Learning: A Systematic Literature Review

Abstract

This study aims to systematically examine the implementation of Qur’anic learning in shaping the Islamic character of santri (students in Islamic boarding schools), to identify the pedagogical approaches employed, to analyse the character traits developed, to explore the enabling and constraining factors, and to construct a conceptual model of Qur’an-based character formation. A Systematic Literature Review (SLR) was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. A total of 23 peer-reviewed articles, published in nationally indexed (Sinta) and internationally reputable journals, were analysed using thematic analysis to address the research questions. The findings reveal that Qur’anic learning is primarily implemented through tahfidz (memorisation programmes), Qur’anic literacy initiatives, and amal yaumiyah (daily religious practices). Dominant pedagogical approaches include talaqqi-musyafahah, tikrar (repetition), muraja’ah (revision), and wahdah. The resulting character formation encompasses five core attributes: religiosity, discipline, responsibility, patience, and perseverance (istiqamah). Internal enabling factors include learners’ intrinsic motivation and cognitive capacity, while external factors comprise teacher exemplarity, institutional environment, and parental support. Conversely, internal constraints involve fatigue and low motivation, whereas external barriers include peer influence and infrastructural limitations. This study proposes a Qur’anic Character Ecosystem Model, integrating four interrelated components: Qur’anic values, pedagogical practices, learning environments, and institutional governance. The findings contribute both theoretically to Islamic character education discourse and practically to the design of effective Qur’anic learning programmes