Peran Guru Akidah Akhlak dalam Pembentukan Disiplin Santri melalui Mujahadah An Nafs di Pondok Pesantren Bai’aturridhwan Tangah Sawah di Bukittinggi The Role of Akidah Akhlak Teachers in Fostering Santri Discipline through Mujahadah An Nafs at Pondok Pesantren Bai’aturridhwan Tangah Sawah in Bukittinggi

Abstract

The cultivation of discipline among Islamic boarding school students through mujahadah an-nafs activities constitutes an important component of Islamic boarding school education. However, studies specifically analyzing the role of Islamic Creed and Morality teachers in connecting self-control practices with the cultivation of student discipline remain limited. This study aimed to describe the role of Islamic Creed and Morality teachers in cultivating discipline among lower-secondary students through mujahadah an-nafs activities and to identify the factors supporting and hindering their implementation at Pondok Pesantren Bai’aturridhwan Tangah Sawah, Bukittinggi. This study employed a qualitative approach with a field research design. The informants were selected through purposive sampling and comprised an Islamic Creed and Morality teacher as the key informant and students and other teachers as supporting informants. Data were collected through structured nonparticipant observations, semi-structured interviews, and documentation and subsequently analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that the Islamic Creed and Morality teacher contributed to cultivating student discipline by providing direction and advice, demonstrating exemplary conduct, habituating students to mujahadah an-nafs, conducting supervision, and enforcing discipline through reprimands and guidance. Supporting factors included cooperation among teachers, the Islamic boarding school environment, family support, students’ willingness, and a positive peer environment. The inhibiting factors included differences in family backgrounds, low motivation among some students, negative peer influence, and limitations in time and the number of teachers. These findings confirm that cultivating discipline through self-control requires the integration of exemplary conduct, habituation, supervision, and environmental support. This study contributes to the development of research on Islamic Creed and Morality education and self-control-based character education and highlights the need for consistent synergy among teachers, Islamic boarding schools, families, and students.