Jul 2026· Jurnal Studi Pesantren· Vol 6, pp. 67-84· 0 citations
Abstract
This study explores how an English teacher negotiates professional identity in a pesantren-based secondary school. It focuses on the institutional, cultural-religious, and personal factors that shape teacher identity, as well as the strategies used to align English language teaching with pesantren values. This research employed a qualitative case study design at Madrasah Aliyah Pondok Pesantren Zainul Bahar, Wringin, Bondowoso, East Java. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were analyzed using thematic analysis. The findings show that the teacher’s professional identity is dynamic, contextual, and hybrid. The teacher maintained English learning objectives while adapting materials, filtering culturally sensitive topics, integrating Islamic values, using code-switching, and managing classroom interaction through adab-based practices. The study concludes that English teacher identity in a pesantren context is constructed through continuous negotiation between academic goals and religious-cultural expectations. These findings highlight the need for culturally responsive English pedagogy in Islamic educational settings.
Teacher professional identity plays a crucial role in shaping instructional practices and students' learning experiences. However, limited research has examined how English teachers construct their professional identity within the unique context of Indonesian Islamic boarding schools. This study investigated the professional identity construction of English teachers by exploring its formation, influencing factors, negotiation with Islamic values, and enactment in classroom practice. Employing a qualitative multiple case study, data were collected through semi-structured interviews, classroom observations, document analysis, and students' achievement records. The findings reveal that teachers construct their professional identity as both language educators and moral mentors, shaped by personal beliefs, institutional culture, and Islamic values. They actively negotiate English language teaching with religious principles by adapting instructional materials and classroom practices while maintaining communicative learning objectives. The study concludes that teachers' professional identity is dynamic, context-dependent, and fundamental to culturally responsive English language teaching in Islamic boarding schools.
Roviatul Hasanah, Bradhiansyah Tri Suryanto· JEdu: Journal of English Edu...· 0 citations
This study investigated the development of an English language environment in an Islamic boarding school context where learners often had limited opportunities to use English beyond the classroom. Previous studies tended to examine language learning factors separately, leaving a gap in understanding how environmental elements functioned as an integrated system. To address this gap, this research proposed the concept of the “chemistry” of the English environment, referring to the dynamic interaction between institutional policy, teaching practices, and social communication. The study employed a qualitative ethnographic design conducted at the Modern Islamic Boarding School Darussalam Gontor, involving school leaders, teachers, and students as participants. Data were collected through observation, interviews, questionnaires, and document analysis, and analysed using an interactive model of data reduction, display, and verification. The findings revealed that the English environment was successfully constructed through the integration of formal instruction and informal daily interaction supported by strict discipline and continuous exposure. It was also found that institutional control played a significant role in shaping language habits, although a gap remained between external motivation and consistent language use. Furthermore, peer interaction and student organisations contributed to sustaining communicative practices in natural settings. These findings suggested that a structured and immersive environment could effectively support second language acquisition when supported by consistent policy and social engagement. This study contributed to the field by offering an integrated model of language environment development and provided practical implications for designing sustainable English learning ecosystems in similar educational context.
Ahmad Subhan Roza, Trisna Dinillah Harya, W. Ninsiana· Attractive : Innovative Educ...· 0 citations
This study examined how social studies teachers shaped the social character of grade-nine students and how their instructional strategies supported that process in an Islamic junior secondary school in Malang, Indonesia. A descriptive qualitative case-study design was used. The case focused on two social studies teachers and two grade-nine classes comprising 49 students; four students were selected purposively for in-depth interviews, while school leaders, other teachers, and administrative personnel supplied contextual information. Data were collected through classroom and school observations, semi-structured interviews, and document analysis. The data were analyzed iteratively through reduction, organized display, interpretation, and conclusion drawing, with triangulation across sources and techniques. The findings show that the teachers worked simultaneously as facilitators, motivators, evaluators, and behavioral models. Group discussion, social case analysis, project work, museum-based learning, varied media, and community service created opportunities to practice confidence, cooperation, responsibility, tolerance, discipline, and respectful communication. A religious school culture, character-oriented extracurricular activities, and separate learning environments for boys and girls strengthened implementation. However, digital distraction, exposure to unreliable information, heterogeneous classroom needs, and teachers' additional administrative duties remained significant challenges. The study indicates that social-character formation is strongest when teacher roles, adaptive pedagogy, assessment, and the wider school ecosystem operate as an integrated system.
Arifin, N. Indawati, E. Surjati· International Conference on...· 0 citations
This study is grounded in the persistence of dishonest behavior among elementary school students, such as cheating, concealing mistakes, and manipulating information, while the social interaction of Islamic Religious Education (PAI) teachers has not been fully dialogic, empathetic, and well directed. This study aims to describe the level of PAI teachers' social competence, analyze the process of shaping students' honest character, identify supporting and inhibiting factors, and formulate the role of PAI teachers' social competence in shaping students' honest character at SDN 002 North Bontang. This research employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, homeroom teachers, PAI teachers, and fourth-to-sixth grade students, as well as documentation study. Data were analyzed through data reduction, data display, and conclusion drawing, with validity tested through credibility, transferability, dependability, and confirmability. The findings show that PAI teachers' social competence is reflected in five dimensions: communicative, collaborative, adaptive, participatory, and relational abilities. These dimensions significantly contribute to shaping students' honesty in speech, action, learning, trustworthiness, and awareness of divine supervision. The main supporting factors include teacher role modeling, principal support, parental collaboration, and students' spiritual awareness, while inhibiting factors include limited time, peer influence, and digital-era challenges. This study affirms that strengthening honest character requires sustained synergy among schools, teachers, and families.
Muhammad Syamsuriani¹, Na’im, M. N. Hamang et al.· International Journal of Edu...· 0 citations
Teacher professional development is most likely to influence practice when it is embedded in teachers’ daily work, collaborative, reflective, and supported by actionable feedback. Peer supervision is one school-based mechanism that can combine these characteristics, yet its enactment in Islamic Religious Education (Pendidikan Agama Islam/PAI) remains underexplored. This study examines how peer supervision was implemented to support PAI teachers’ professional learning at SMPIT Nurul Islam Tengaran, Semarang Regency, Indonesia; the conditions perceived to shape its effectiveness; and its reported contributions to teaching practice. A qualitative case-study design was employed. The source study used purposive sampling, classroom observation, interviews, and document analysis, with evidence reported from the principal, vice principal for curriculum, a PAI teacher serving as peer supervisor, and a supervised PAI teacher. Data were reduced, organized around the research questions, displayed thematically, and interpreted through source and technique triangulation. Findings show that peer supervision had been institutionalized as a once-per-semester cycle involving supervisor-team formation, pre-observation conferencing, lesson preparation, classroom observation, and post-observation feedback. Its developmental value was associated with collegial relationships, negotiated scheduling, leadership encouragement, visible school-wide participation, and follow-up training. Reported outcomes included greater awareness of instructional strengths and weaknesses, more disciplined preparation of teaching modules, increased reflection, and experimentation with active-learning strategies. However, perceptions of impact were not uniform: the supervised teacher viewed changes in teaching quality more cautiously than the supervising teacher, suggesting that the strongest evidence concerns reflective learning and instructional discipline rather than proven causal improvement. The study positions peer supervision as a promising form of collaborative professional learning when it is framed as developmental rather than punitive and linked to sustained follow-up.
This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character by examining their roles as educators, role models, mentors, and supervisors-partners. The research addresses the need to strengthen students’ religious character amid challenges related to worship discipline, moral consistency, and social influences in vocational education. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observation, and documentation involving seven purposively selected informants consisting of PAI teachers and students. Data validity was ensured through source and technique triangulation, member checking, and audit trails, while data analysis followed the interactive model of Miles and Huberman, including data condensation, data display, and conclusion verification. The findings reveal that PAI teachers play interconnected roles in developing students’ religious character through the integration of Islamic values in learning, exemplary behavior, religious habituation, continuous guidance, and behavioral supervision. The study implies that effective religious character education requires collaboration among teachers, schools, families, and educational environments to ensure the consistent internalization of religious values in students’ daily lives.
Reyna Herlina Sindi, Imam Wahyono, Nurul Fatimah et al.· Journal of Educational Manag...· 0 citations