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“Humanizing Humans” in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy and Independence

Jurnal Ilmiah Peuradeun · Vol. 13 No. 2 (2025) · hlm. 987–1020

DOI
10.26811/peuradeun.v13i2.1876
ISSN
2443-2067, 2338-8617
Terbit
2025-05-30
Penerbit
SCAD Independent
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Students with special needs in inclusive education settings, including Islamic boarding schools (pesantren), often face significant challenges related to low self-efficacy and limited independence. These difficulties are frequently rooted in feelings of alienation, low self-confidence, social withdrawal, and experiences of bullying. Peer support plays a vital role in fostering both self-efficacy and independence among these students. This study investigates how peer support contributes to the development of these attributes in inclusive Islamic boarding schools. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis, and were analyzed thematically using Quirkos software. The findings indicate that emotional, instrumental, and informational support from peers—especially when accompanied by unconditional positive regard and emotional availability—significantly enhances students’ self-efficacy and independence. The integration of Islamic values and the cultural context of pesantren nurtures a peer environment rooted in the philosophy of “humanizing humans”, which promotes inclusivity and challenges hierarchical perceptions of disability. This study provides valuable insights for inclusive education practitioners aiming to foster supportive peer relationships and inclusive school cultures.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.scadindependent.org/index.php/jipeuradeun/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 7 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">“Humanizing Humans” in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy and Independence</dc:title>
	<dc:creator xml:lang="en">Azizah, Nurul</dc:creator>
	<dc:creator xml:lang="en">Yusrina, Jihan Avie</dc:creator>
	<dc:creator xml:lang="en">Nugraini, Erna Dwi</dc:creator>
	<dc:creator xml:lang="en">Zulfa, Laila Ngindana</dc:creator>
	<dc:subject xml:lang="en">Peer Support</dc:subject>
	<dc:subject xml:lang="en">Self-Efficacy</dc:subject>
	<dc:subject xml:lang="en">Independence</dc:subject>
	<dc:subject xml:lang="en">Special Needs Students</dc:subject>
	<dc:subject xml:lang="en">Inclusive Pesantren</dc:subject>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:subject xml:lang="en">Religious Studies</dc:subject>
	<dc:subject xml:lang="en">Islamic Education</dc:subject>
	<dc:subject xml:lang="en">Art and Humanities</dc:subject>
	<dc:subject xml:lang="en">Social Sciences</dc:subject>
	<dc:subject xml:lang="en">Humanities and Cultural Studies</dc:subject>
	<dc:description xml:lang="en">Students with special needs in inclusive education settings, including Islamic boarding schools (pesantren), often face significant challenges related to low self-efficacy and limited independence. These difficulties are frequently rooted in feelings of alienation, low self-confidence, social withdrawal, and experiences of bullying. Peer support plays a vital role in fostering both self-efficacy and independence among these students. This study investigates how peer support contributes to the development of these attributes in inclusive Islamic boarding schools. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis, and were analyzed thematically using Quirkos software. The findings indicate that emotional, instrumental, and informational support from peers—especially when accompanied by unconditional positive regard and emotional availability—significantly enhances students’ self-efficacy and independence. The integration of Islamic values and the cultural context of pesantren nurtures a peer environment rooted in the philosophy of “humanizing humans”, which promotes inclusivity and challenges hierarchical perceptions of disability. This study provides valuable insights for inclusive education practitioners aiming to foster supportive peer relationships and inclusive school cultures.</dc:description>
	<dc:publisher xml:lang="en">SCAD Independent</dc:publisher>
	<dc:date>2025-05-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1876</dc:identifier>
	<dc:identifier>10.26811/peuradeun.v13i2.1876</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Peuradeun; Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun; 987-1020</dc:source>
	<dc:source>2443-2067</dc:source>
	<dc:source>2338-8617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1876/1007</dc:relation>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1876/1029</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Nurul Azizah, Jihan Avie Yusrina, Erna Dwi Nugraini, Laila Ngindana Zulfa (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>