Implementation of Sufi Values in Shaping Students’ Morality at Idrisiyyah Girls’ Islamic Boarding School

Aisyah, Nur and Rohanda, Rohanda and Kodir, Abdul (2025) Implementation of Sufi Values in Shaping Students’ Morality at Idrisiyyah Girls’ Islamic Boarding School. Spiritual Healing: Jurnal Tasawuf dan Psikoterapi, 6 (2). pp. 248-255. ISSN 2775-4707

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Abstract

This study aims to identify how Sufi values are formulated and taught within the spiritual training system of Pesantren Idrisiyyah Putri, analyze their implementation in shaping students’ character in both formal and non-formal settings, evaluate behavioral changes resulting from the internalization of these values, and examine supporting factors, obstacles, and strategies adopted by the institution. The research employs a qualitative-descriptive approach with primary data (leaders, teachers, students) and secondary data (curriculum, guidelines, archives). Data collection techniques include participant observation, in-depth interviews, and documentation. Data analysis follows the Miles, Huberman, and Saldaña model data reduction, display, and conclusion verification supplemented by triangulation, structured field notes, and the researcher’s critical reflection for methodological rigor. The findings indicate that the implementation of Sufi values in character formation at Pesantren Idrisiyyah Putri operates through both formal and non-formal educational channels. The study reveals that Sufi values are formulated through curriculum design, teacher modeling, and structured spiritual training practices. Implementation is carried out through Sufi instruction, dhikr assemblies, riyāḍah practices, and habituation of ethical behavior. The internalization of these values leads to personal, social, and spiritual behavioral transformation among students. Supporting and inhibiting factors are identified, along with institutional strategies to enhance the effectiveness of Sufi-based education. Overall, the implementation of Sufi values effectively shapes students’ character through structured spiritual development, teacher exemplification, sustained worship practices, and continuous character reinforcement.

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