Student Learning Life in Islamic Elementary Schools with Boarding and Full-Day Systems: A Qualitative Study on Activity Patterns, Habituation, and Character Building

Abstract

This study aims to describe the learning life of Madrasah Ibtidaiyah students in boarding school and full day school systems in terms of daily activity patterns, value habituation processes, and character formation. This research employed a qualitative approach with a case study design conducted at MI Quran Terpadu Al Fauzan, which implements both systems within an integrated educational management. Data were collected through observation, in-depth interviews, and documentation involving informants consisting of the principal, teachers, dormitory supervisors, and students selected purposively based on their direct involvement in students’ learning life. Data were analyzed using Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing, and validated through source and technique triangulation. The findings indicate that students’ learning life is structured from early dawn until night in the boarding school system and until afternoon in the full day school system. The habituation of religious, discipline, and responsibility values is carried out through congregational prayers, Qur’an memorization, adherence to structured schedules, and involvement in daily responsibilities. Character formation occurs as a continuous process integrated within students’ daily learning life as a holistic educational experience.