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Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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Analysis of the Internalisation of Tarekat Syadziliyah Values on 

Santri Pesantren Syaichona Moh. Cholil Bangkalan 

 
Mardiyah, Qusairi 

Universitas Sunan Giri Surabaya 

ummi.mardiyah@gmail.com, qusairi650@gmail.com 

 

Accepted: 

August 14th 2023 

Reviewed: 

Sept 18th 2023 

Published: 

Nov 30th 2023 

 

Abstract 
The purpose of this study is to analyse the moral preservation efforts of Pondok Pesantren 
Syaichona Moh. Cholil Bangkalan in educating students through the teachings of Tarekat 
Syadziliyah. Pondok Pesantren Syaichona Moh. Cholil Bangkalan has a uniqueness in its method; 
namely, all students who are still teenagers actively follow the amaliyah of Tarekat Syadziliyah. The 
research method used is a qualitative approach with the type of case study, which describes how 
the internalisation of Tarekat Syadziliyah values affects the moral formation of santri. Research 
data were obtained through interviews, observations, and collection of documentation data related 
to the research subject. Data validity test was conducted using the triangulation technique. The 
results of this study explain two main aspects—first, the morals of students developed at the 
Syaichona Moh. Cholil Bangkalan Islamic Boarding School include morals towards God, the 
Prophet Muhammad, personal morals, morals in the family, and state morals. Second, the 
internalisation of Tarekat Syadziliyah values in shaping the morals of santri is carried out through 
faith, amaliyah, scientific, moral, and social education. Through this approach, Syaichona Moh. 
Cholil Bangkalan Islamic Boarding School has succeeded in forming good santri morals and 
contributing to the formation of their character as individuals with noble morals. 

 

Keyword:  Internalisation, Tarekat Syadziliyah, Pesantren 

 

Introduction 

Pesantren, as an Islamic educational institution, has a long history in Indonesia and plays 

an essential role in shaping the character and morals of students and developing religious values 

in society. Pesantren is considered one of the oldest Islamic educational institutions in Indonesia 

and is based on Islamic teachings.1 Pesantren is a sacred institution that provides education, 

teaching, and dissemination of Islamic spiritual knowledge.2 Pesantren is the first educational 

institution in Indonesia to implement a comprehensive character development approach.3 

Pesantren also aims to educate individuals who are beneficial to themselves and society.4 Teaching 

 
1 Muhammad R Arviansyah, “Eksistensi Pendidikan Pesantren Di Kota Palembang,” Jurnal Humanitas 

Katalisator Perubahan Dan Inovator Pendidikan (2021). 
2 Muhamad A Manan and Mahmudi Bajuri, “Budaya Literasi Di Pesantren Salafiyah Syafi’iyah Sukorejo,” Jurnal 

Pendidikan Islam Indonesia (2020). 
3 Putri E N Izza and M F A Azizi, “Pesantren Sebagai Wadah  Building Character Santri,” JDMP (Jurnal 

Dinamika Manajemen Pendidikan) (2022); Resma Ulfah, Rusi R Aliyyah, and R S P Fauziyah, “Reward Dan Punishment 
Dalam Pembentukan Karakter Disiplin Santri,” Tadbir Muwahhid (2018). 

4 Mia Kurniati, Miftahus Surur, and Ahmad H Rasyidi, “Peran Kepemimpinan Kyai Dalam Mendidik Dan 
Membentuk Karakter Santri Yang Siap Mengabdi Kepada Masyarakat,” Al-Bayan Jurnal Ilmu Al-Qur an Dan Hadist 
(2019). 



  
 

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and learning activities in pesantren are viewed as worship, and the entire environment is designed 

to enhance a sense of spirituality.5 Pesantren is also a model of character education in Indonesia.6 

This approach focuses on developing students' character and emphasises the importance of 

religious morality7, one of which is through the teachings of market set in pesantren. 

One of the Sufi orders taught in several pesantren, including Pondok Pesantren Syaichona 

Moh. Cholil Bangkalan, is the Syadziliyah Order. It is a Sufi sect that emphasises spiritual practices, 

meditation, and the development of deep faith. The teaching of Tarekat Syadziliyah became an 

essential aspect of education in this pesantren. 

The internalisation of tariqah values has a significant role in shaping the character and 

morals of santri.8 The process of internalising these values aims to make santri understand these 

values so that they can form humans with noble feelings.9 The internalisation of good deals 

through religious functions, one of which is tarekat, and conditioning the learning environment 

can also affect children's character.10 

The internalisation of Tarekat values has a significant role in shaping the character and 

morals of santri. Good morals are one of the main goals of Islamic education, and the values of 

Tarekat Syadziliyah have great potential to influence the moral development of santri. Therefore, 

it is essential to examine how the values of Tarekat Syadziliyah are internalised and affect the 

morals of santri at Pondok Pesantren Syaichona Moh. Cholil Bangkalan. 

  

Methods 

This research uses a qualitative approach with a case study research type. This method 

emphasises interpretation, understanding, and context. Case studies will help describe the observed 

phenomenon in depth. 

This research will be conducted at Syaichona Moh. Cholil Islamic Boarding School in 

Bangkalan, Demangan Village, Bangkalan District, Bangkalan Regency, East Java Province. The 

selection of this location is based on the participation of santri in Tarekat Syadziliyah activities in 

this pesantren. 

The data sources in this research include (1). The caregiver of Syaichona Moh. Cholil 

Pesantren Bangkalan, who is also the Mursyid of Tarekat Syadziliyah in Bangkalan Regency. (2). 

Management of Syaichona Moh. Cholil Islamic Boarding School Bangkalan, and (3) Santri of 

Syaichona Moh. Cholil Islamic Boarding School Bangkalan. 

In this study, data collection techniques used Observation11 Interviews to obtain an in-

 
5 Juliani Prasetyaningrum et al., “Kesejahteraan Psikologis Santri Indonesia,” Profetika Jurnal Studi Islam (2021). 
6 M S Zuhriy, “Budaya Pesantren Dan Pendidikan Karakter Pada Pondok Pesantren Salaf,” Walisongo Jurnal 

Penelitian Sosial Keagamaan (2011). 
7 Zulfa Fahmy and Eva Mawaddatunnisa, “Interaksi Sosial Pada Novel Negeri Lima Menara Karya Ahmad 

Fuadi,” Jurnal Sastra Indonesia (2020). 
8 Ahmad Sanusi, Hamdanah Hamdanah, and Surawan Surawan, “Internalisasi Pendidikan Agama Bagi Remaja 

Melalui Majlis Ta�lim,” Al-Fikri Jurnal Studi Dan Penelitian Pendidikan Islam (2021). 
9 Tantan H Tantan and Asep Nursobah, “Internalisasi Nilai-Nilai Pendidikan Karakter Di Sekolah Pada Peserta 

Didik Jurusan TBSM Melalui Keteladanan Dan Pembiasaan Guru Pai,” Khazanah Pendidikan Islam (2021). 
10 Sri Dermawan, Euis Sunarti, and Tin Herawati, “Internalisasi Nilai Kebaikan Melalui Fungsi Keagamaan 

Dan Pengondisian Lingkungan Dan Dampaknya Terhadap Karakter Anak,” Jurnal Ilmu Keluarga Dan Konsumen (2017).; 
Muhamad Priyatna, “Pendidikan Karakter Berbasis Kearifan Lokal,” Edukasi Islami Jurnal Pendidikan Islam (2017). 

11 Hasyim Hasanah, “TEKNIK-TEKNIK OBSERVASI (Sebuah Alternatif Metode Pengumpulan Data 
Kualitatif Ilmu-Ilmu Sosial),” At-Taqaddum 8, no. 1 (2017). 



  
 

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depth understanding of the culture of Tarekat Syadziliyah, activities, supporting factors, obstacles, 

and Documentation. 

Data analysis techniques were carried out with three stages that took place simultaneously, 

namely data reduction, data presentation, and conclusion drawing/verification.12  Data validity was 

tested using triangulation techniques. 

 

Result and Discussion 

Santri Morals Developed at Syaichona Moh. Cholil Islamic Boarding School Bangkalan 
Syaichona Moh. Cholil Islamic Boarding School Bangkalan, being one of the institutions 

on the island of Madura, has a big responsibility to produce students who have good morals. The 
quality of graduates of an educational institution, such as a pesantren, is often judged by the morals 
of its students, both in speech and behaviour in the community. 

The results of field data, Syaichona Moh. Cholil Bangkalan Islamic Boarding School 
develops various boarding activities that aim to shape the morals of students to be better. The 
morals set in this pesantren include: 
 
1. Morals towards Allah SWT, which is emphasised on Gratitude and Taqwa. Gratitude is one 

form of morals towards Allah in the form of being grateful for His blessings. Santri is taught 
that gratitude is a way to get closer to Him and that gratitude creates a sense of love for Allah. 
In addition, gratitude can be shown by helping and thanking fellow humans and protecting the 
environment. Meanwhile, taqwa is the attitude of a servant who believes in Allah, which is 
manifested in obedience to His commands and avoiding His prohibitions. The students are 
taught that obedience to Allah through worship is one way to improve morals and maintain a 
good relationship with Him. Praying in congregation at the beginning of time is one of the acts 
of worship emphasised in the pesantren. 

2. Morals towards the Prophet Muhammad. To implement this morality, the students are taught 
to follow the Islamic Shari'a brought by the Prophet Muhammad SAW. with love. They are 
also taught to emulate the Prophet's morals in various aspects of life, such as sunnah fasting, 
polite behaviour, and establishing sunnah prayers. 

3. Personal morals. To implement these morals, students are encouraged to have an optimistic 
attitude towards Allah's provisions and tawadu' (humble) in all matters. Optimism involves a 
positive view of Allah's greatness, while tawadu' includes humble behaviour and not being 
arrogant. 

4. Morals in the Family. In pesantren, brotherhood amongst the students is highly emphasised. 
They are taught to live in harmony with each other and maintain brotherhood like true 
brothers. Pesantren life creates a strong brotherhood among the santri, and they are reminded 
constantly to do good and serve the teachers who are their parents in the pesantren. 

  

 
12 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, Dan R & D (Bandung: Alfabeta, 2013); 

Feny Fiantika et al., Metodologi Penelitian Kualitatif, PT. Global Eksekutif Teknologi, 2022; Ibrahim, Metodologi Penelitian 
Kualitatif, Journal Equilibrium, 2015. 



  
 

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5. State morals. State morals are manifested in the form of: 
a. Obeying the State Leader: 

The results of data in the field also found that Pesantren emphasised the importance of love 
for the country and obedience to legitimate leaders according to Islamic teachings. The 
Qur'anic verse QS. An-Nisa: 59 is mentioned as a legal basis that guides citizens to obey leaders 
as long as those leaders obey Allah's commands. This is applied in the context of obedience to 
the president or leader of the country. Obeying the leader is considered a fundamental teaching 
in Islam and is considered part of worship. 

b. Maintaining the Unity of the Republic of Indonesia (NKRI): 
The teaching of Sadziliyah tarkeat in the Pesantren emphasises the importance of love for the 
homeland and the integrity of the Republic of Indonesia. Love for the country is considered a 
form of state morality, which includes the spirit of building and defending the country when 
threats occur. The development of the nation's ideology and national insight, including an 
understanding of Pancasila, the 1945 Constitution, NKRI, and Bhinneka Tunggal Ika, is 
applied as a way to form citizens' awareness of their rights and obligations in safeguarding the 
country. In this context, safeguarding NKRI is considered a "fixed price" and the best solution 
to achieve a sense of security and peace in the diversity of religions and beliefs. 

c. Activities that Reflect State Morals: 
The data results from observations and interviews stated that Islamic boarding schools or 
Islamic education institutions promote state morals through several activities, such as (1) 
Following school rules and flag ceremonies, (2) Socialisation of the four pillars of nationalism, 
which include Pancasila, the 1945 Constitution, NKRI, and Unity in Diversity, (3)  
Commemorating national holidays with ceremonies and other activities, (4) Following the rules 
and protocols implemented by the government, especially in the context of the Covid-19 
pandemic. 

 
From the above explanation, it can be seen that Syaichona Moh. Cholil Bangkalan Islamic 
Boarding School develops various aspects of morals in its students, including morals towards 
Allah, the Prophet, personal morals, and morals in the family. Santri is taught to be grateful, obey 
Allah, follow the teachings of the Prophet, have an optimistic attitude, tawadu', and maintain 
brotherhood between students. The santri are educated to understand and apply the moral 
principles of the state, including obedience to state leaders and love for the homeland as an integral 
part of Islamic religious values. These morals are an integral part of the character building of santri 
in this pesantren. 
 
Internalisation of Tarekat Syadziliyah Values in Shaping Santri's Morals at Syaichona 
Moh. Cholil Bangkalan Islamic Boarding School 

Internalisation of Syadziliyah Order Values in Shaping Santri's Morals in Syaichona Moh. 
Cholil Bangkalan Islamic Boarding School focuses on five dimensions, including dimensions of 
faith education, amaliyah education, scientific education, moral education, and social education.  
1. Faith Education: 

The internalisation of Syadziliyah Order values in the dimension of faith education in 
Syaichona Moh. Cholil Bangkalan Islamic Boarding School has a central role in shaping the morals 
of the students. This approach is based on the concept of Islamic education based on increasing 
faith and understanding of religion in everyday life.  

Every day, the students at the Syaichona Moh. Cholil Bangkalan Islamic Boarding School 
gather in the dawn lecture room. The dawn lecture is not just a morning prayer routine but also a 
place to strengthen the foundation of the santri's faith. When they attend the dawn lecture, they 
follow religious teachings and recitation of the holy verses of the Qur'an. These activities provide 
basic lessons on Islamic teachings and encourage santri to understand their religious principles 



  
 

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more deeply. 
In addition, one of the critical moments of the week is the Friday Khutbah. This is an 

opportunity for santri to listen to a religious lecture delivered by an experienced caregiver or kiai. 
The Friday Khutbah is not only a means of providing religious material but also a motivation for 
life. In this khutbah, santri are given advice and guidance on how to live life in accordance with 
Islamic teachings and the values of Tarekat Syadziliyah. This khutbah becomes a forum to provide 
a deeper understanding of how to face the challenges of daily life with religious guidance as a guide. 

Thus, in the dimension of faith education in Syaichona Moh. Cholil Bangkalan Islamic 
Boarding School, the focus is on forming the basics of solid faith in the students. Fajr lectures, 
Friday sermons, and da'wah efforts become essential instruments in efforts to strengthen and 
deepen their faith. This helps the santri to understand and live the values of Islam and the 
Syadziliyah Order and gives them guidance in facing the challenges of daily life. With this faith 
education, the boarding school tries to build a solid foundation to form quality santri morals. 
 
2. Amaliyah Education: 

The internalisation of Tarekat Syadziliyah values in the dimension of amaliyah education 
in Syaichona Moh. Cholil Bangkalan Islamic Boarding School has a profound impact in shaping 
the morals of santri. This amaliyah education not only shapes the santri into individuals who obey 
worship but also encourages them to live their daily lives in accordance with Islamic values and 
the teachings of Tarekat Syadziliyah. 

Amaliyah education in this pesantren emphasises Islamic practices that are amali (practical) 
and have a direct impact on daily life. One crucial example is education about maintaining prayer 
times and performing congregational prayers at the beginning of time. Santri is taught to value 
time and the importance of committing acts of worship on time. They are told that performing 
congregational prayers at the beginning of time has a high value in Islam, and this will help them 
to build discipline in their daily lives. 

Attending the mushalla five minutes before the adhan is one practice that reinforces these 
values. It is an act that shows the commitment and obedience of the santri in performing worship. 
In addition, when they gather in the mushalla, they are also taught to read the Qur'an before the 
call to prayer. This helps them to stay connected to the holy book and enhances their 
understanding of Islamic teachings. 

Regular dhikr, such as the dhikr of Nafi Itsbat and the dhikr of Ism Dzat, are also an 
essential part of amaliyah education. Dhikr is a profound form of worship and serves to 
contemplate and remember Allah in all situations. Santris are taught to perform dhikr regularly, 
and this helps them maintain a strong spiritual connection and form better morals. 

In addition to dhikr, wirid and prayers recited after the five daily prayers are also taught to 
the santri. These wirid are prayers that help them ask Allah for help and guidance in living their 
daily lives. It helps them to understand the importance of tawakal (relying on Allah) in every aspect 
of their lives. 

In this overall amaliyah education, the values of Tarekat Syadziliyah teach the santri to live 
their daily lives with awareness and obedience to Islamic teachings. They are taught not only to be 
obedient Muslims in worship, but also in their daily actions. In this way, amaliyah education in 
Syaichona Moh. Cholil Bangkalan Islamic Boarding School forms students into individuals who 
have strong morals and can live life with a full sense of responsibility to God and others. 
 
3. Scientific Education: 

Scientific education involves the study of classical Islamic books (kitab kuning) to 
internalise the values of Tarekat Syadziliyah in the dimension of scientific education in Pondok 
Pesantren Syaichona Moh. Cholil Bangkalan to shape the morals of santri through a deep 
understanding of Islamic teachings and the history of Tarekat Syadziliyah. This scientific education 



  
 

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creates a solid knowledge base and strengthens the commitment of santri to aqidah, shari'ah, and 
the principles of Tarekat Syadziliyah. Here is an in-depth narrative about this: 

In this pesantren, scholarly education involves the study of classical Islamic books, often 
referred to as kitab kuning. These books are the precious scholarly legacy of the early scholars and 
contain profound Islamic teachings. Santris are required to study these books diligently. They read, 
understand and memorise the contents of the books. This process helps them to understand 
Islamic teachings in greater depth. 

The santri do not undertake book studies independently. Instead, they conduct kitab 
studies under the direct guidance of experienced caregivers or teachers. This means that they not 
only understand the texts literally, but can also soak in the meaning and context of the teachings. 
Caregivers also play an important role in ensuring that santri understands how the teachings in the 
books relate to the values of Tarekat Syadziliyah. 

The importance of understanding aqidah (belief), shari'ah (Islamic law), and the principles 
of Tarekat Syadziliyah is emphasised in this scientific education. Santri is taught to understand the 
basics of belief in Islam, such as tawhid (belief in one God), prophethood, and the last day. They 
also learn the laws of Islam and how to apply them in daily life, including aspects of worship, 
muamalah (world affairs), and morality. 

One of the methods used in this scientific education process is bahtsul masa'il. Bahtsul 
masa'il is a discussion forum where santri can discuss various religious issues. They refer to the 
yellow books that are considered valid as a reference source. In this forum, they can debate, 
exchange thoughts, and understand different points of view. This helps them to develop a deeper 
understanding of Islam and the Syadziliyah Order, as well as making them more critical in their 
thinking. 

This scientific education basically shapes the morals of the santri through a deep 
understanding of the teachings of Islam and the Syadziliyah Order. They do not just follow the 
teachings without a strong understanding, but can also explain and understand the philosophical 
and practical foundations of what they believe. In this way, the santri become individuals who are 
firm in their beliefs and moral behaviour in accordance with the values of Tarekat Syadziliyah. 
 
4. Moral Education: 

 Internalisation of Tarekat Syadziliyah values in the dimension of moral education in 
Syaichona Moh. Cholil Bangkalan Islamic Boarding School aims to form good character and 
behaviour in the daily life of the students. Among them are in the following:  

First, Character and Behaviour Formation. Moral education in this boarding school is an 
integral part of the character-building process of the santri. They are taught to be good individuals, 
moral, and have strong ethics. This includes aspects such as honesty, caring, discipline, and wisdom 
in behaviour. Santris are taught to equip themselves with positive values that will guide their daily 
actions. 

Second, Involvement and Exemplification of Kiai and Caregivers. The involvement and 
example of kiai (spiritual leaders) and caregivers are significant in shaping the morals of santri. 
They not only act as educators but also as real examples of behaviour. The santri will be more 
easily inspired and practice the values they learn if they see kiai and caregivers practising them in 
everyday life. Through direct observation of kiai and caregivers, santri can see how the values of 
Tarekat Syadziliyah are applied in real life. 

Third, Wejangan and Advice. Wejangan and advice from kiai and caregivers are essential 
tools in shaping the morals of the santri. Through wejangan, they are given motivation, guidance, 
and relevant advice in an effort to improve their behaviour and character. Wejangan is often based 
on Islamic teachings and the principles of the Syadziliyah Tarekat. This provides an in-depth look 
at how these values should be reflected in daily actions. 

Fourthly, Daily Life Order. Moral formation in Islamic boarding schools is not limited to 



  
 

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acts of worship alone but also relates to the order of daily life. The santri are taught to habituate 
good behaviour in various aspects of their lives, including in social interactions, speech etiquette, 
discipline, and time management. This creates an environment that supports the development of 
good morals in all aspects of their lives. 

Through moral education that focuses on good character and behaviour, as well as through 
the involvement and example of kiai and caregivers, the santri at Pondok Pesantren Syaichona 
Moh. Cholil Bangkalan are encouraged to become individuals who have high morality and ethics. 
 
5. Social Education: 

The internalisation of the values of Tarekat Syadziliyah in the dimension of social 
education in Syaichona Moh. Cholil Bangkalan Islamic Boarding School is very important in 
shaping the attitude and behaviour of students towards fellow human beings in the form of:  

First, Human Relationships. Social education in this pesantren emphasises the importance 
of relationships between fellow humans. The principle of ukhuwah insaniyah, or brotherhood 
among humans, is a strong foundation in this education. Santri is taught to treat fellow human 
beings with respect, justice, and compassion, not only to fellow students but also to the general 
public. 

Second, Humanitarian and Social Activities. Pondok Pesantren organises various 
humanitarian and social activities as a means to teach humanitarian values. This includes 
programmes such as social services, visits to orphanages, helping the underprivileged, as well as 
participating in social activities aimed at improving the quality of life of the local community. 
Through involvement in these kinds of activities, santri learns to care, share, and become an agent 
of positive change in society. 

Third, Increased Concern and Empathy. Through social and humanitarian activities, santri 
are expected to develop a high sense of concern for the conditions of fellow human beings. They 
are taught to feel the suffering and needs of others and respond to them with empathy. This helps 
in forming a caring and responsible personality in interacting with the broader community. 

Fourthly, Loyalty and Spirit of Helping: The social education approach also includes the 
formation of values such as loyalty and a helping spirit. Santris are taught to support fellow 
students and the community in various situations. They learn that in ukhuwah insaniyah, everyone 
supports and helps each other in living their daily lives. 

Through social education that focuses on the values of ukhuwah insaniyah, humanitarian 
activities, and the development of caring attitudes, santri at Pondok Pesantren Syaichona Moh. 
Cholil Bangkalan gained a deeper understanding of the importance of interacting with fellow 
humans positively and making a positive contribution to society. Thus, they become individuals 
who are more caring, empathetic, and responsible in their relationships with fellow humans. 
 
Discussion 

The moral development of santri in Indonesia is an essential aspect of Islamic education 
in pesantren. Santris are taught various morals and values that shape their character and guide their 
behaviour. These morals include gratitude and piety to Allah, following the laws and morals of the 
Prophet Muhammad, maintaining an optimistic and humble attitude (tawadu'), fostering 
brotherhood among students, and obeying the leaders of the country while upholding the integrity 
of the Republic of Indonesia. 

The process of developing these morals and values in santri is facilitated through various 
methods and approaches in the pesantren environment. One of the approaches is the Khidmah 
tradition, which refers to the devotion and service given by santri to their Kyai (ulama).13 This 

 
13 Aufa Abdillah and Erkham Maskuri, “The Khidmah Tradition of Santri Towards Kyai (The Review of ‘Urf 

&Amp; Psychology),” Nazhruna Jurnal Pendidikan Islam (2022). 



  
 

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tradition helps build a strong personal and mental readiness in the santri to devote themselves to 
society. 

Another important aspect is moral education and the internalisation of human values in 
pesantren. Pesantren, both salaf and modern, provide various facilities and instruments for the 
learning process, which contribute to the development of santri's moral character. The learning 
process in pesantren exposes santri to various ways in which they can acquire character values.14 

Empowering santri is also an essential agenda in shaping their character. The pesantren 
environment provides representative values that aim to realise akhlakul karimah or ethical values.15 
This empowerment process helps santri develop a sense of responsibility, self-discipline, and moral 
integrity. 

Santri character development is also supported by the implementation of character 
education in pesantren. This includes the use of authentic assessment models based on Santri's 
character, the creation of syllabus and guidebooks based on Santri's character, and the 
implementation of counselling that incorporates Islamic values.16 These efforts aim to provide a 
comprehensive and holistic approach to character development in santri. 

In addition, the development of santri character is not limited to individual pesantren, but 
also influenced by pesantren traditions that have a significant influence in shaping the character of 
santri.17 

In the context of internalising the values of Tarekat Syadziliyah in Pesantren, it is also 
confirmed by Mudlofar (2020) who stated that the values of Tarekat Syadziliyah are internalised 
through faith education, amaliah education, scientific education, moral education, and social 
education. These values are obtained through tarbiyah (education) framed by the teachings of the 
Syadziliyah Tarekat.18 

Mudlofar asserts that the internalisation of Tarekat Syadziliyah values is a comprehensive 
process that includes faith education, practical education, scientific education, moral education, 
and social education. These aspects of education work together to instil the values and principles 
of the Tariqah in individuals so that they can live a life guided by the teachings of the Syadziliyah 
Tariqah. 
 
Conclusion 

The conclusions internalisation of tarekat syadziliyah values on Santri Pesantren Syaichona 

Moh. Cholil Bangkalan are:  

First, the Development of Santri Morals. Santri are taught morals that include gratitude 

and piety to Allah, following the shari'a and morals of the Prophet Muhammad, an optimistic and 

tawadu' attitude, brotherhood among students, and obeying the country's leaders and maintaining 

 
14 Saeful Anam et al., “The Moral Education and Internalization of Humanitarian Values in Pesantren: A Case 

Study From Indonesia,” Journal for the Education of Gifted Young Scientists (2019). 
15 Andries Kango, Dian A Perdana, and Sriyuni R Biya, “Developing Ethics for ‘Santri’ Empowerment: The 

Case of the Pesantren Al-Falah of Gorontalo, Indonesia,” Jurnal Pemberdayaan Masyarakat Media Pemikiran Dan Dakwah 
Pembangunan (2021). 

16 Baiq Y Rizkiwati and L Farid, “Pengembangan Model Asesmen Autentik Berbasis Karakter Santri Sebagai 
Upaya Penyiapan Generasi Unggul Dan Berdaya Saing,” Jpek (Jurnal Pendidikan Ekonomi Dan Kewirausahaan) (2018); 
Nur Hidayat and Dian A Bujuri, “The Implementation of Character Education in Islamic Boarding School,” Lentera 
Pendidikan Jurnal Ilmu Tarbiyah Dan Keguruan (2020); Najlatun Naqiyah, Diajeng R K Putri, and Dian Mutammima, “A 
Student Counseling Study: The Internalized of Islamic Value in Daily Life,” Bisma the Journal of Counseling (2022). 

17 Li Wang et al., “Dynamics of Islamic Education Institution Development Program in Facing the Era of 
Globalization Studies at the Darul Muta`allimin Islamic Boarding School in Tanah Merah Aceh Singkil,” Edutec Journal 
of Education and Technology (2023); M F Isbah, “Pesantren in the Changing Indonesian Context:  History and Current 
Developments,” Qijis (Qudus International Journal of Islamic Studies) (2020). 

18 M Mudlofar, “Nilai-Nilai Tarbiyah Dalam Tarekat Syadziliyah,” Tasyri` Jurnal Tarbiyah-Syari`ah-Islamiyah 
(2020). 



  
 

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the integrity of the Republic of Indonesia. 

Second, Internalisation of Tarekat Syadziliyah Values. The internalisation of these values 

is done through faith, amaliyah, scientific, moral, and social education. In the dimension of faith, 

dawn lectures and Friday sermons are used to strengthen faith. In the amaliyah dimension, 

practices such as keeping prayer times, dhikr, and reciting wirid are taught. The scientific dimension 

involves the study of the yellow book and discussion of religious issues. Moral education is 

focussed on character building. The social approach involves relationships with fellow humans 

and humanitarian activities. 

 

References 

Abdillah, Aufa, and Erkham Maskuri. “The Khidmah Tradition of Santri Towards Kyai (The 
Review of ‘Urf &Amp; Psychology).” Nazhruna Jurnal Pendidikan Islam (2022). 

Anam, Saeful, I N S Degeng, Nurul Murtadho, and Dedi Kuswandi. “The Moral Education and 
Internalization of Humanitarian Values in Pesantren: A Case Study From Indonesia.” Journal 
for the Education of Gifted Young Scientists (2019). 

Arviansyah, Muhammad R. “Eksistensi Pendidikan Pesantren Di Kota Palembang.” Jurnal 
Humanitas Katalisator Perubahan Dan Inovator Pendidikan (2021). 

Dermawan, Sri, Euis Sunarti, and Tin Herawati. “Internalisasi Nilai Kebaikan Melalui Fungsi 
Keagamaan Dan Pengondisian Lingkungan Dan Dampaknya Terhadap Karakter Anak.” 
Jurnal Ilmu Keluarga Dan Konsumen (2017). 

Fahmy, Zulfa, and Eva Mawaddatunnisa. “Interaksi Sosial Pada Novel Negeri Lima Menara Karya 
Ahmad Fuadi.” Jurnal Sastra Indonesia (2020). 

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et al. Metodologi Penelitian Kualitatif. PT. Global Eksekutif Teknologi, 2022. 

Hasanah, Hasyim. “TEKNIK-TEKNIK OBSERVASI (Sebuah Alternatif Metode Pengumpulan 
Data Kualitatif Ilmu-Ilmu Sosial).” At-Taqaddum 8, no. 1 (2017). 

Hidayat, Nur, and Dian A Bujuri. “The Implementation of Character Education in Islamic 
Boarding School.” Lentera Pendidikan Jurnal Ilmu Tarbiyah Dan Keguruan (2020). 

Ibrahim. Metodologi Penelitian Kualitatif. Journal Equilibrium, 2015. 

Isbah, M F. “Pesantren in the Changing Indonesian Context:  History and Current 
Developments.” Qijis (Qudus International Journal of Islamic Studies) (2020). 

Izza, Putri E N, and M F A Azizi. “Pesantren Sebagai Wadah  Building Character Santri.” JDMP 
(Jurnal Dinamika Manajemen Pendidikan) (2022). 

Kango, Andries, Dian A Perdana, and Sriyuni R Biya. “Developing Ethics for ‘Santri’ 
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Kurniati, Mia, Miftahus Surur, and Ahmad H Rasyidi. “Peran Kepemimpinan Kyai Dalam 
Mendidik Dan Membentuk Karakter Santri Yang Siap Mengabdi Kepada Masyarakat.” Al-
Bayan Jurnal Ilmu Al-Qur an Dan Hadist (2019). 

Manan, Muhamad A, and Mahmudi Bajuri. “Budaya Literasi Di Pesantren Salafiyah Syafi’iyah 
Sukorejo.” Jurnal Pendidikan Islam Indonesia (2020). 

Mudlofar, M. “Nilai-Nilai Tarbiyah Dalam Tarekat Syadziliyah.” Tasyri` Jurnal Tarbiyah-Syari`ah-



  
 

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Islamiyah (2020). 

Naqiyah, Najlatun, Diajeng R K Putri, and Dian Mutammima. “A Student Counseling Study: The 
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Prasetyaningrum, Juliani, Feby Fadjaritha, Muhammad F Aziz, and Agus Sukarno. “Kesejahteraan 
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Priyatna, Muhamad. “Pendidikan Karakter Berbasis Kearifan Lokal.” Edukasi Islami Jurnal 
Pendidikan Islam (2017). 

Rizkiwati, Baiq Y, and L Farid. “Pengembangan Model Asesmen Autentik Berbasis Karakter Santri 
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Ekonomi Dan Kewirausahaan) (2018). 

Sanusi, Ahmad, Hamdanah Hamdanah, and Surawan Surawan. “Internalisasi Pendidikan Agama 

Bagi Remaja Melalui Majlis Ta�lim.” Al-Fikri Jurnal Studi Dan Penelitian Pendidikan Islam 
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Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, Dan R & D. Bandung: 
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Tantan, Tantan H, and Asep Nursobah. “Internalisasi Nilai-Nilai Pendidikan Karakter Di Sekolah 
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