AKTUALISASI KEDISIPLINAN SANTRI DALAM PARADIGMA SDGS: SINERGI INTERNALISASI NILAI PENDIDIKAN AGAMA ISLAM DAN POLA ASUH ISLAMI DI PONDOK PESANTREN

Student discipline is a crucial aspect of character building within the pesantren (Islamic boarding school) environment. Discipline encompasses not only adherence to rules but also students’ ability to manage their time, fulfill obligations, act responsibly, and apply religious values in daily life. This study aims to analyze the actualization of student discipline through the synergy of internalizing Islamic Religious Education (PAI) values and Islamic parenting at Pondok Pesantren Khozinatul Ulum Blora, and to examine its relevance within the Sustainable Development Goals (SDGs) paradigm. A descriptive qualitative approach was employed. Data were collected from September to October 2026 from five informants: the pesantren caretaker, a female religious teacher (ustadzah), an administrator, a student, and a student’s guardian, through semi-structured interviews, observation, and documentation. The data were analyzed using the Miles, Huberman, and Saldaña model (data condensation, data display, and conclusion drawing and verification), and validated through source and technique triangulation. The results indicate that student discipline is cultivated through the habituation of daily activities, role modeling, counsel, supervision, mentoring, established rules, and educational consequences. The internalization of PAI values is realized through congregational prayers, Qur’an recitation, and religious study sessions, alongside the instilling of responsibility, honesty, independence, and respect for others. Islamic parenting is implemented through a familial approach that upholds the rules, is adjusted to students’ age, character, and circumstances, and involves guardians through two-way communication. According to the informants, students’ behavior has changed, including a growing habit of waking up early, praying on time, managing time, and taking responsibility for personal needs. The findings suggest that discipline develops from adherence to rules toward habit and personal awareness. From the perspective of SDG 4, specifically Target 4.7, this process is analytically and conceptually relevant to education that fosters values, responsibility, independence, and behaviors supporting sustainable living.