Tarbiyatul Mu'allimin Wal Mu'allimat Al-Islamiyah (Tmi) Implementation, Pesantren Habitus, And Student Development At Al-Ghuroba Islamic Boarding School, Sorong Regency, Eastern Indonesia

Abstract

This study analyzes the implementation of the Tarbiyatul Mu’allimin wa al-Mu’allimat al-Islamiyah (TMI) curriculum and its role in shaping pesantren habitus and student development at Al-Ghuroba Islamic Boarding School, Sorong Regency, Eastern Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving pesantren leaders, teachers, and students. Data were analyzed using an interactive model of reduction, display, and conclusion drawing, with validity ensured through triangulation. The findings demonstrate that TMI implementation in a peripheral pesantren context operates not merely as a curricular model but as an adaptive educational system that reproduces institutional habitus through discipline, value internalization, and communal learning. The integration of TMI with the national curriculum does not dilute pesantren identity but represents a form of adaptive enactment that preserves ideological continuity while ensuring regulatory legitimacy. This hybrid configuration contributes to holistic student development, reflected in strengthened academic competence, religious character, and learner independence. Situated in Eastern Indonesia, the study highlights how pesantren educational quality emerges as a processual construct shaped by negotiation between tradition, state regulation, and local socio-cultural realities. Theoretically, this research advances the discourse on Islamic boarding school education by positioning TMI as a cultural-habitus-forming system rather than a fixed curricular template. Practically, it underscores the importance of reflective and context-sensitive curriculum governance for sustaining pesantren educational quality in peripheral regions.