Integrasi Pendidikan Sekolah dan Pesantren dalam Pembentukan Perilaku Sosial Siswa di SMP Plus Ar-Rahmat Bojonegoro

Abstract

This study addresses the problem that students’ social behavior cannot be developed adequately through formal learning that primarily emphasizes knowledge acquisition; it also requires an educational environment in which values are repeatedly practiced in everyday life. The study aims to analyze the process of developing students’ positive social behavior through the boarding school system at SMP Plus Ar-Rahmat Bojonegoro, explain the roles of school community members, and identify its supporting and inhibiting factors. A qualitative approach was employed, with data collected through observation, interviews, and documentation. The analysis focused on educational practices in classrooms and dormitories, patterns of student interaction, the roles of the principal, vice principal, teachers/ustadz, and students, and the conditions affecting social-behavior formation. The findings show that positive social behavior is developed through the integration of formal learning and residential life. Its main mechanisms include the internalization of religious values, the creation of a controlled social environment, habituation of discipline and independence, strengthening peer interaction, role modelling, advice, and social activities such as Friday Care, mutual assistance, and maintaining social ties. The process is strengthened by intensive twenty-four-hour interaction and the involvement of the school community. However, differing perceptions among educators, students’ adaptation difficulties, boredom, limited facilities, and insufficient activity variation constrain the process. The study concludes that the educational strength of a boarding school lies not merely in residential arrangements but in the integration of curriculum, culture, role modelling, habituation, social interaction, and supervision as an educational ecology for students’ social development.