Internalization of Keputrian Values through Examinations among Female Students
DOI:
https://doi.org/10.47766/almabhats.v11i1.8006Keywords:
Character education, Gontor, Keputrian Values, Value internalizationAbstract
The internalization of keputrian values constitutes an important aspect of character formation among female students in Islamic boarding schools, encompassing knowledge, attitudes, and practical skills. This study aims to analyze the process of internalizing keputrian values through the keputrian examination among female students at Pondok Modern Darussalam Gontor Putri Campus 1. The study employed a qualitative case study approach guided by Muhaimin’s concept of value internalization, which comprises three stages: value transformation, value transaction, and value internalization. Data were collected from June to July 2026 through interviews, observations, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that the internalization process takes place progressively through three interconnected stages. Value transformation occurs through the transmission of knowledge and fundamental principles of keputrian education. Value transaction develops through educational interaction, guidance, role modeling, and direct practice during the examination preparation and implementation. Value transinternalization is reflected in the habituation and application of values across four examination domains: culinary arts, household management, beauty and makeup, and clothing and fashion. The process reveals the integration of practical competencies with the cultivation of discipline, responsibility, independence, cleanliness, precision, and social awareness. A distinctive finding of this study is that the keputrian examination functions not merely as an assessment of practical competencies but as a pedagogical space in which knowledge, practice, habituation, educational interaction, and role modeling are integrated into a continuous process of value internalization. Thus, the examination can be understood descriptively as a structured medium for reinforcing keputrian values rather than as evidence of the effectiveness of value internalization.
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