Strengthening the Islamic Education Curriculum to Prevent Bullying in Boarding Schools: A Contextual Study at Husnul Khotimah

Abstract

Islamic boarding schools (pesantren) play a strategic role in shaping students’ character, empathy, and healthy social interaction. However, bullying practices remain present and may hinder the tarbiyah, understood as a holistic Islamic educational and character-building process, particularly within intensive dormitory environments. This study aims to identify the forms and contributing factors of bullying in the pesantren context, analyze the implementation of Islamic values in bullying prevention, and formulate a contextual Islamic Religious Education (PAI) curriculum model that fosters empathy and social harmony. Using a qualitative case study approach, data were collected through in-depth interviews, non- participant observations, and document analysis, with data triangulation to ensure credibility. The findings indicate that bullying most frequently manifests in verbal and relational forms, influenced by peer dynamics, seniority structures, emotional regulation challenges, and the intensity of dormitory life. Islamic values are implemented through moral-oriented learning objectives, curriculum content emphasizing ethical communication, habituation, and role modeling by educators and dormitory mentors, and evaluation through layered supervision and restorative guidance. Based on these findings, this study proposes a value-based contextual PAI curriculum model that integrates classroom instruction, dormitory social practices, educator role modeling, and institutional policies. The study concludes that strengthening the PAI curriculum through a holistic, contextual approach significantly contributes to creating a safer, more empathetic, and character-based pesantren environment.