Hakim Luqman, Nabila Ananda

The Implementation of Islamic Education through the Cultivation of Clean and Healthy Living Habits among Students at Raudlatul Ulum 2 Islamic Boarding School

Introduction

The implementation of islamic education through the cultivation of clean and healthy living habits among students at raudlatul ulum 2 islamic boarding school. Explore how Raudlatul Ulum 2 Islamic Boarding School integrates Islamic education by cultivating clean and healthy living habits, fostering discipline, responsibility, and Islamic values in students.

Abstract

This study aims to examine the implementation of Islamic education through the habituation of a clean and healthy lifestyle among students at Raudlatul Ulum 2 Islamic Boarding School. The research employed a qualitative approach with a descriptive method to gain an in-depth understanding of the implementation of the program. The participants of this study consisted of the boarding school caretaker, administrators, female teachers (ustazah), and students. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing.The findings reveal that the habituation of a clean and healthy lifestyle is implemented through various routine activities, such as daily cleaning duties, communal cleaning activities (ro'an), maintaining the cleanliness of dormitory rooms and the boarding school environment, enforcing cleanliness regulations, and promoting healthy living habits. These programs are not only intended to create a clean, healthy, and comfortable environment but also serve as a means of instilling Islamic educational values in the students’ daily lives. Through these activities, students develop discipline, responsibility, cooperation, environmental awareness, and an understanding that cleanliness is an integral part of Islamic teachings. The success of the program is supported by clear boarding school regulations, the active role of administrators in guidance and supervision, the availability of adequate sanitation facilities, and strong cooperation among students. However, several challenges remain, including the low awareness of some students, differences in habits before entering the boarding school, and the large number of students, which makes supervision less optimal. Therefore, the clean and healthy lifestyle habituation program at Raudlatul Ulum 2 Islamic Boarding School has proven to make a positive contribution to the development of students’ character based on Islamic educational values.

Review

This study presents a timely and pertinent exploration into the integration of Islamic education with practical life skills, specifically focusing on clean and healthy living habits within an Islamic boarding school context. The qualitative descriptive approach employed is well-suited for gaining an in-depth understanding of the program's implementation, utilizing observations, interviews, and documentation from key stakeholders. By examining the Raudlatul Ulum 2 Islamic Boarding School, the research provides valuable insights into how daily routines and environmental management can serve as powerful conduits for instilling core Islamic values alongside fostering a hygienic and conducive learning environment. The clear articulation of the research design and analytical framework (Miles and Huberman model) suggests a rigorous approach to understanding this complex interplay. The findings eloquently detail the multifaceted strategies adopted, ranging from daily cleaning duties and communal activities to strict cleanliness regulations and health promotion, all geared towards creating a holistic educational experience. It is particularly commendable how the study highlights the dual objective of these programs: not merely to maintain physical cleanliness but to profoundly shape students' character, instilling values such as discipline, responsibility, cooperation, environmental consciousness, and a deeper understanding of cleanliness as an intrinsic part of Islamic teachings. The identification of supporting factors, including clear regulations, active administrative roles, adequate facilities, and student cooperation, provides a robust framework for understanding the elements critical to the program's success and offers practical lessons for other educational institutions. While the study effectively demonstrates the positive contributions of the program, it also candidly acknowledges existing challenges, such as varying levels of student awareness, pre-existing habits, and the complexities of supervision in a large student population. These challenges underscore the ongoing effort required in character development and habit formation, particularly in a diverse communal setting. Future research could potentially build upon these identified limitations by exploring specific intervention strategies to enhance student awareness or develop scalable supervision models. Nevertheless, this research offers a significant contribution to the literature on Islamic education and character development, providing practical insights into how religious teachings can be effectively translated into tangible, healthy, and responsible living practices within an educational institution.

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