Internalization of Islamic Values and Self-Confidence Development among Santri: A Case Study at Madrasah Diniyah Mambaul Hisan Kediri

Abstract

Internalization of Islamic values has commonly been studied in relation to religious commitment, moral character, and students’ behavioral formation. However, limited attention has been given to how the internalization of Islamic values is related to learners’ psychological development, particularly self-confidence among santri. This study aims to explore the process of Islamic value internalization and its contribution to the development of self-confidence among santri at Madrasah Diniyah Mambaul Hisan Kediri. Employing a qualitative case study approach, data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, ustaz/ustazah, and santri. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by source and method triangulation to ensure data credibility. The findings indicate that Islamic values are internalized through three interconnected processes: learning, habituation, and teacher role modeling. These processes are strengthened by teacher guidance, family support, peer interaction, and the religious culture of the madrasah. Meanwhile, barriers include inconsistent habituation between family and madrasah environments, shyness, fear of making mistakes, and limited willingness to participate actively. The development of self-confidence among santri is reflected in their increased willingness to communicate, perform in public, interact socially, and trust their own abilities. This study contributes to Islamic education research by expanding the understanding of value internalization beyond religious and moral formation toward the psychological development of learners.