Implementation of Self-Regulated Learning and Religiosity in Shaping the Independent Character of Female Students
DOI:
https://doi.org/10.54437/urwatulwutsqo.v15i2.3340Keywords:
Self-Regulated Learning; Religiosity; Independent Character; Modern Islamic Boarding SchoolIslamic EducationAbstract
This study investigates the synergistic mechanism between self-regulated learning (SRL) and religiosity in shaping the independent character of female students at Ibnul Qoyyim Putri Yogyakarta Modern Islamic Boarding School. Addressing the limited research that integrates educational psychology and Islamic education perspectives, this study explores how SRL and religiosity interact in everyday pesantren life to foster character development. A qualitative phenomenological approach was employed, with data collected through in-depth interviews, participatory observation, and document analysis involving four groups of informants: pesantren caretakers, female teachers (ustadzah), dormitory supervisors (musyrifah), and students (santriwati). Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings reveal that seven SRL components motivation regulation, planning, effort regulation, attention focusing, task strategies, use of supplementary learning resources, and self-instruction operate in conjunction with dimensions of religiosity to shape students’ independent character. The analysis further identifies a synergistic mechanism in which religiosity functions as a motivational and meaning-making foundation that answers why students learn, while SRL provides the self-management strategies that guide how they learn. This reciprocal interaction strengthens students’ persistence, responsibility, self-awareness, and goal orientation. The pesantren’s residential system, bilingual environment, and integrative curriculum support the internalization of both dimensions. The study contributes a novel integrative framework demonstrating that independent character formation in Islamic boarding schools emerges not from SRL or religiosity alone, but from their dynamic interaction within a holistic educational ecosystem.
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