Dynamics of Elementary School Children’s Psychosocial Development in Islamic Boarding Schools: A Phenomenological Study
Keywords:
Psychosocial Development, Islamic Boarding School (Pesantren), Phenomenological StudyAbstract
This study explores the dynamics of psychosocial development among elementary school children living and studying in Islamic boarding schools (pesantren) using a phenomenological approach. The research aims to uncover the lived experiences of children within the pesantren environment, focusing on emotional, social, moral, and spiritual dimensions. Data were collected through in-depth interviews, observations, and field notes, then analyzed to identify key thematic patterns. Four major themes emerged: emotional adaptation in the pesantren environment, social relationships with peers and ustadz, internalization of religious and moral values, and the development of identity and independence. The findings reveal that children experience a complex emotional journey marked by homesickness and loneliness, yet they gradually develop resilience and independence. Strong social bonds with peers and teachers, who often act as parental figures, serve as a vital source of emotional support. Moreover, the pesantren promotes character development through routine religious practices, discipline, and the reinforcement of Islamic ethics. These developmental processes are interpreted through Erikson’s psychosocial theory, Bandura’s social learning theory, Kohlberg’s moral development theory, and Bronfenbrenner’s ecological systems theory. The study concludes that pesantren serve not only as religious institutions but also as comprehensive developmental environments that nurture children’s psychosocial growth in culturally and spiritually significant ways.
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