Dinamika Adaptasi Mahasiswa Baru terhadap Budaya Pesantren: Studi Fenomenologis di Universitas Ibrahimy Situbondo
DOI:
https://doi.org/10.55352/uq.v10i1.2406Keywords:
Adaptation, Freshmen, pesantren culture, phenomenology, Ibrahimy University SitubondoAbstract
Existing literature tends to concentrate on student adjustment in typical university environments, leaving the context of pesantren-based institutions relatively underexamined. The ways in which new students balance academic demands alongside a structured religious culture are still not widely discussed. This gap opens space for deeper exploration, particularly within Ibrahimy University Situbondo. This study adopts a qualitative phenomenological design to explore the essence of students’ lived experiences during their adaptation process. Data were obtained through in-depth interviews with ten first-year students who had stayed in pesantren dormitories for a minimum of one semester. The analysis was conducted using the Colaizzi approach, which includes identifying significant statements, interpreting meanings, organizing them into thematic clusters, and developing a comprehensive description of the participants’ experiences. To enhance the trustworthiness of the findings, member checking was carried out by confirming the results with the participants. Findings reveal that the adaptation process unfolds progressively, beginning with cultural and emotional disorientation in response to strict routines and communal obligations, followed by gradual acceptance and internalization of pesantren values. Peer support and guidance from dormitory mentors emerge as pivotal in alleviating early stress and fostering self-regulation, social belonging, and spiritual awareness. Over time, adaptation extends beyond behavioral compliance toward the reconstruction of meaning and personal values. This transformation nurtures greater discipline, resilience, and spiritual maturity among students. The study concludes that adaptation within the pesantren milieu constitutes not only a coping mechanism but also a process of moral-spiritual growth that enriches the students’ educational journey.
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