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JURNAL ILMIAH PEURADEUN
The Indonesian Journal of the Social Sciences p-ISSN: 2338-8617/ e-ISSN: 2443-2067 Vol.
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May 2025 Pages: 987-1020 AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy and Independence Nurul Azizah1.
Jihan Avie Yusrina2.
Erna Dwi Nugraini3.
Laila Ngindana Zulfa4 1,4Faculty of Islamic Studies.
Universitas Wahid Hasyim Semarang.
Indonesia 2Faculty of Islamic Studies.
Universitas IVET Semarang.
Indonesia 3Faculty of Teacher Training and Education.
Universitas Borneo Tarakan.
Indonesia Article in Jurnal Ilmiah Peuradeun Available at :
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Jurnal Ilmiah Peuradeun | Copyright A 2025, is licensed under a CC-BY-SA Jurnal Ilmiah Peuradeun The Indonesian Journal of the Social Sciences doi: 10.
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Copyright A 2025, is licensed under a CC-BY-SA Publisher: SCAD Independent Printed in Indonesia Jurnal Ilmiah Peuradeun Vol.
No.
May 2025 Pages: 987-1020 AuHUMANIZING HUMANSAy IN INCLUSIVE PESANTREN:
THE ROLE OF PEER SUPPORT IN PROMOTING
SELF-EFFICACY AND INDEPENDENCE
Nurul Azizah1.
Jihan Avie Yusrina2.
Erna Dwi Nugraini3.
Laila Ngindana Zulfa4 1,4Faculty of Islamic Studies.
Universitas Wahid Hasyim Semarang.
Indonesia 2Faculty of Islamic Studies.
Universitas IVET Semarang.
Indonesia 3Faculty of Teacher Training and Education.
Universitas Borneo Tarakan.
Indonesia 1Correspondence Email: nuza.
azizah@unwahas.
Received: August 30, 2024 Accepted: April 11, 2025 Published: May 30, 2025 Article Url: https://journal.
org/index.
php/jipeuradeun/article/view/1876 Abstract Students with special needs in inclusive education settings, including Islamic boarding schools .
, 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 peersAiespecially when accompanied by unconditional positive regard and emotional availabilityAisignificantly enhances studentsAo self-efficacy and independence.
The integration of Islamic values and the cultural context of pesantren nurtures a peer environment rooted in the philosophy of Auhumanizing humansAy, 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.
Keywords: Peer Support.
Self-Efficacy.
Independence.
Special Needs Students.
Inclusive Pesantren.
p-ISSN: 2338-8617 | e-ISSN: 2443-2067 JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 Introduction Islamic boarding schools in Indonesia, commonly known as pesantren, have undergone significant transformations in various aspects, including curriculum (Fatmawati, 2021.
Ilyasin, 2020.
Suparjo & Azizah, 2.
, management (Afista & Abu Bakar, 2021.
Suradi, 2.
, institutions and life skills development programs (Suardi Wekke, 2012.
Baharudin et al.
Tambak et al.
, 2.
One of the recent developments is inclusive pesantren, which allows students with special needs, such as those with physical, intellectual, and social-emotional difficulties, to learn in the same environment as other students in general (Rafif & Hasan, 2019.
Syahbudi et , 2.
Pesantren has immense potential to deliver inclusive education based on the ideas of openness, loyalty, deliberation, and the strength of social and government ties (Huda, 2018.
Hanif et al.
, 2024.
Fathorrahman et , 2024.
Misdah et al.
, 2.
The existence of inclusive Islamic boarding schools .
aligns with the Law of the Republic of Indonesia Number 8 of 2016 concerning persons with disabilities (RI, 2.
Inclusive pesantren aim to provide nondiscriminatory education by integrating all students, including those with special needs, into regular daily learning activities (Hallahan, 2009.
Saifullah & Nurjanah, 2024.
Hasbiyallah et al.
, 2.
However, the implementation of inclusive education within pesantren presents several One of the most common issues faced by children with special needs is a lack of independence, which encompasses emotional, intellectual, social, and economic dimensions (Darmawati & Indriawati, 2.
Their limitations often lead to a reliance on others for daily functioning.
Yet, independence is a fundamental societal value and a key determinant of future quality of life (Spiegel, 1.
It enhances an individual's potential and abilities, enabling them to carry out daily activities using their own capacities and available resources (Oktaviani, 2.
Independence involves not only a child's development in accordance with age but also their ability to solve everyday problems (Setiawati et al.
, 2.
According to Sudrajat and Rosida .
, the .
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
dimensions of independence for children with special needs include selfcare, communication, socialization and adaptation, self-help, life skills, and use of leisure time.
Independence reflects a childAos ability to think and act autonomously to meet their needs, thereby reducing dependence on others and fostering personal growth (SaAodiyah, 2.
On the other hand, the position of children with special needs within an inclusive environment can lead to feelings of alienation, low self-confidence, social withdrawal, and even experiences of bullying (Nugraini et al.
, 2.
These conditions can negatively impact children's self-efficacy, or their belief in their own abilities (Susanti, 2.
Self-efficacy plays a crucial role in human developmental tasks, as it involves psychological processes that influence human functioning, including cognitive, motivational, affective, and selective processes (Bandura, 1.
Moreover, self-efficacy encourages individuals to persevere in overcoming obstacles and to actively seek broader information (Susanti, 2.
According to Bandura .
, self-efficacy consists of three dimensions: the perceived difficulty of a task .
, the strength of belief in oneAos capabilities .
, and the belief in the ability to apply these .
Several demonstrated a positive and significant relationship between self-efficacy and independence: the higher the level of self-efficacy, the greater the level of a child's independence (Triwiratman et al.
, 2.
One of the factors that promote the development of self-efficacy and independence in children with special needs is a supportive and responsive environments (Susanti, 2.
, whether from parents, family members, society, or peers who interact with them frequently (Triwiratman et al.
Peer support is defined as mutual and social-emotional support that is psychologically beneficial to achieve the desired social or personal changes (Gartner A & Riessman, 1.
It encompasses acts such as showing empathy toward friends, offering support, and helping one Effective peer support is built on reciprocal compassion, respect, comfort, and the freedom to express emotionsAiincluding anger, fear, anxiety, and confusion (Cowie & Wallace, 2.
Importantly, peer support JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 benefits both the recipients and the providers by fostering feelings of being valued and needed (Penney, 2.
It also encourages children to take responsibility for themselves and for their peers, and to actively participate in their daily lives (MacConville & Rae, 2.
The role of peer support has been shown to significantly impact various aspects of children's development, including self-efficacy, problemsolving abilities, independence, optimism, and stress reduction (ChudzickaCzupaCa & Zalewska-AUnkiewicz, 2.
It also contributes to selfdevelopment, (Altermatt, strengthened self-esteem (Chang et al.
, 2.
and career development (Zhang.
Huafeng.
Huang, 2.
, and the provision of social, moral, and emotional support.
Peer support is particularly effective because peers typically share similar ages, experiences, and challenges, which creates a mutually reinforcing dynamic and serves as a powerful source of social support without generational barriers.
This similarity fosters optimism, motivation, and enthusiasm, enhances self-confidence in problem-solving, and reduces feelings of laziness and despair (Sadiyah & Hidayati, 2.
Through peer support, children develop greater confidence in their abilities, allowing them to grow optimally (Susanti, 2.
, cultivate an independent personality, and integrate more effectively into their social environments (Syahlan et al.
, 2.
However, fostering such supportive peer relationships presents a significant challenge for inclusive education institutions, including the Inclusive Pesantren of Nurul Maksum Semarang.
The Inclusive Pesantren of Nurul Maksum Semarang is the first inclusive Islamic boarding school in Central Java.
Indonesia.
Although students with special needs constitute a minorityAi8 out of 37 studentsAithey are able to socialize effectively with regular students.
Regular students demonstrate an understanding of their peers' limitations and display a willingness to provide support in various situations, indicating the presence of peer support.
Peer support has been shown to significantly enhance selfefficacy (Chudzicka-CzupaCa Zalewska-AUnkiewicz, .
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
independence (Schwei et al.
, 2.
However, it is important to note that in some cases, peer support can have negative effects when it fosters dependence and inhibits the development of self-reliance (Bracke et al.
, 2.
At Nurul Maksum, however, students with special needs generally exhibit strong characteristics of self-independence, particularly in emotional and social This is evidenced by their ability to manage emotions effectively and interact socially without significant difficulties.
To maintain this dynamic.
Nurul Maksum applies specific eligibility criteria, admitting only special needs students who demonstrate proficient self-development skills.
A supportive environment, particularly among peers, also plays a crucial role in fostering positive self-efficacy.
Support from friends motivates students to persevere in learning, even when they face challenges such as difficulties in memorizing or understanding lessons during Qur'anic recitation.
Given these dynamics, this study seeks to explore more deeply the role of peer support in enhancing the self-efficacy and independence of students with special needs at Nurul Maksum Semarang.
Although many studies have examined the role of peer support in relation to self-efficacy and independence, as well as research on inclusive pesantren, few have specifically explored how peer support fosters both selfefficacy and independence among students with special needs in inclusive pesantren settings.
Previous research has demonstrated that peer support significantly influences self-efficacy (Burke et al.
, 2019.
Chudzicka-CzupaCa & Zalewska-AUnkiewicz, 2.
, self-development, environmental adjustment (Altermatt, 2.
, reduced depression (Chang et al.
, 2.
and career development (Zhang.
Huafeng.
Huang, 2.
Meanwhile, research on the independence of students has largely focused on promoting independence through life skills education (Suparjo.
Nurul Azizah, 2.
, peer counselling (Sadiyah & Hidayati, 2.
, and habituation strategies (Wallace, 2.
Research on the role of peer support in fostering self-efficacy and independence has not yet been specifically conducted within the context of inclusive pesantren.
Previous studies have largely focused on regular students in mainstream schools or traditional pesantren.
Furthermore.
JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 research on inclusive pesantren itself remains relatively limited.
Therefore, this study offers a novel contribution by examining a different subject group and research settingAispecifically exploring the role of peer support in enhancing the self-efficacy and independence of students with special needs in an inclusive pesantren environment.
Method This study employed a qualitative research design using a case study approach to gain an in-depth understanding of a specific educational setting (Miles et al.
, 2014.
Tomaszewski et al.
, 2.
The research focused on exploring the role of peer support in fostering self-efficacy and independence among students with special needs at the Inclusive Pesantren Nurul Maksum in Semarang.
Central Java.
Purposive sampling was used to select information-rich cases that directly aligned with the research objectives (Creswell & Poth, 2.
The primary data sources were the students themselves, including eight students with special needsAitwo with hearing impairments, two with speech impairments, three with intellectual disabilities (ID), and one with autismAi and twenty-nine regular students (RG) as shown in Table 1.
Additional data were obtained from key informants such as the Kiai (Islamic leade.
, bu Nyai .
emale Islamic teache.
, .
female teachers, as well as from documentation and observations.
Table 1.
List of research subjects No.
Name
AU1
TR1
TR2
TW1
TW2
TG1
TG2
TG3
Gender Female Female Male Male Male Female Male Male Age .
Disabilities Autism Deaf Deaf Mute Mute Intellectual disability Intellectual disability Intellectual disability Data were collected using three primary techniques: in-depth interviews, direct observation, and document analysis.
The interviews were conducted in .
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
a semi-structured format with open-ended questions, allowing for flexible and natural dialogue (Yin, 2.
These interviews focused understanding how peer support influenced the development of self-efficacy and independence among students.
Direct observations were guided by an observation checklist that focused on peer interactions, supportive behaviors, and studentsAo independent functioning.
Observations took place during daily routines, religious practices, and extracurricular activities.
Document analysis included a review of studentsAo personal data, psychological assessments, and photos or records of boarding school activities.
These data sources were used to triangulate the findings and provide contextual support (Walidin et al.
, 2.
To ensure the validity and reliability of the findings, both source triangulation and technique triangulation were employed (Christina, 2.
Source triangulation was achieved by comparing responses from different participants, while method triangulation involved cross-checking data gathered through interviews, observations, and document analysis.
The data were analyzed thematically using Braun and ClarkeAos .
six-phase framework: familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the final report.
The analysis was facilitated by Quirkos software, which supported rigorous coding and the visualization of emerging themes.
This methodological framework offered a comprehensive and credible approach to exploring the dynamics of peer support and its influence on self-efficacy and independence within the unique context of an inclusive Islamic boarding school.
Results and Discussion This section presents the main findings of the study conducted at the Inclusive Islamic Boarding School of Nurul Maksum.
Semarang, focusing on the role of peer support in fostering self-efficacy and independence among students with special needs.
The results highlight the emotional, instrumental, and informational support provided by peers, along with the psychological and behavioral outcomes associated with such JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 These findings are then critically examined to explore how the pesantren environment and Islamic values contribute to the overall inclusive educational experience.
Results The daily lives of students with special needs at the Inclusive Pesantren Nurul Maksum are characterized by structured and routine All studentsAiregardless of physical or intellectual challengesAi participate equally in the boarding schoolAos educational and social The pesantren imposes no activity restrictions on students with Instead, it cultivates a spirit of inclusion grounded in the core principle that all students should learn and grow together, recognizing and celebrating their differences rather than being limited by them.
AuIndeed, we made the design .
f the boarding schoo.
like that.
So that we can explore and appreciate the potential that exists in each student.
Students have different capacities, right? So, they are all the same.
We emphasize the concept of humanizing humansAy.
(Interview with Kia.
This inclusive approach enables students with special needs to experience school life on equal terms with their peers.
They are not segregated or marginalized but are immersed in a culture that emphasizes empathy, understanding, and the recognition of each studentAos unique The school community upholds the philosophy of Auhumanizing humansAy, fostering emotional sensitivity and mutual support among all Notably, this approach also removes the pressure to meet uniform academic standards, creating space for authentic peer support to flourishAi both among regular students and those with special needs.
At Nurul Maksum, peer support takes three primary formsAi emotional, instrumental, and informationalAieach playing a vital role in enhancing the well-being and development of students with special needs.
Emotional support Emotional interpersonal growth by promoting compassion, attentiveness, empathy, .
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
mutual respect, and the unconditional acceptance of each student's Students with special needs often require additional time to learn and complete tasks.
This reality nurtures a natural culture of assistance and sensitivity among their peers, gradually cultivating mutual compassion and deeper understanding.
AuKiai said all humans are the same.
Nobody wants .
o have deficiencie.
like that.
So.
I help because I feel bad for themAy.
(Interview with RG) In addition to providing emotional comfort, peer support is also demonstrated through the trust and responsibilities entrusted to students with special needs.
These students are not only included in various group activities but are also given equal opportunities to take on leadership rolesAisuch as leading the Asmaul Husna recitation, actively participating in the rebana musical group, or serving in coordination roles, like TG1, who was assigned to monitor student discipline.
These opportunities are not merely symbolic.
they affirm the capabilities of students with special needs, strengthen their sense of agency, and build self-confidence.
Rather than offering direct assistance, peers often choose to guide and coach them through challenges with patience and respect.
This emotional bond is further reinforced through expressions of The pesantren fosters a culture of mutual respect and equality among students, where every effortAiespecially by a peer with special needsAiis acknowledged through praise, applause, or encouraging These affirmations strengthen studentsAo sense of belonging and It is common for students to praise each otherAos achievements, whether in academics, sports, or the arts.
For example, when students play soccer in the schoolyard or practice rebana, those with special needs who perform well are warmly acknowledged by their peers.
As TG3 once said to TG2.
AuYou excel at playing the rebana.
Ay These expressions of appreciation not only boost the morale of students with special needs but also help cultivate a harmonious and inclusive social environment within the pesantren.
Informal interactions JIP-The Indonesian Journal of the Social Sciences .
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Instrumental support Instrumental support refers to direct, practical assistance with daily activities.
At Nurul Maksum, this type of support is evident in actions such as helping peers cross the road, sharing stationery, or simply being present to offer a listening ear.
Often, it includes demonstrating tasks to students with special needs and patiently repeating the instructions until they are fully understood and internalized.
AuTelling them must be repeated.
They donAot always understand so we tell them again.
They often forget tooAy.
(Interview with RG) For instance, during barzanji prayers on Friday evenings, if a special needs student forgets their prayer book, other students will share their own copies without hesitation.
Similarly, if a student runs out of money to buy snacks, a peer may willingly lend them some.
These acts are not driven by obligation but stem from a sincere desire to help and build connection.
While instrumental support is often situational, it reflects a strong ethic of mutual responsibility.
One of the most meaningful forms of instrumental support is simply being emotionally and physically present.
The presence of a supportive peer can profoundly affect a studentAos sense of comfort and For instance.
TG3 shared that the most comforting aspect of living in the boarding school was having someone to talk to each night, which helped alleviate feelings of loneliness.
AuI am closest to my roommate.
Usually before going to bed we talk a lot.
Then if tomorrow I canAot wake up at dawn.
I will also be woken upAy.
(Interview with TG.
This illustrates how instrumental support extends beyond physical assistanceAiit also fosters emotional connection and strengthens social .
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
Informational support Informational support involves offering advice, guidance, and problem-solving strategies.
At Nurul Maksum, students with special needs often express concerns such as homesickness, fatigue, or difficulty adjusting to the early wake-up schedule.
In response, their peers listen patiently and provide moral encouragement, helping them feel less isolated and more assured in facing daily challenges.
Moreover, regular students often support their peers with special needs in developing personal routinesAisuch as maintaining cleanliness, wearing appropriate clothing, and practicing self-discipline.
Although progress can be gradual, their commitment remains consistent.
This dedication is guided by the advice of the Kiai, who emphasizes the importance of patience and empathy in assisting students with special Peers offer consistent reminders and practical demonstrationsAi such as distinguishing between clean and dirty clothes or correcting clothing worn inside out.
This repeated guidance plays a crucial role in the learning process of students with special needs.
Academic challenges also create opportunities for informational Students with intellectual disabilities receive informal tutoring from their peers, who patiently re-explain classroom material until it is While these peer tutors may not use formal pedagogical methods, their persistence and peer-to-peer rapport often prove highly To further support students, visual symbols are displayed on the walls of the pesantren.
These visuals assist students with special needsAi especially those with cognitive challengesAiin better understanding and retaining information.
As noted by Korikana .
, visual-based instruction is particularly effective tool for slow learners and individuals with intellectual disabilities.
JIP-The Indonesian Journal of the Social Sciences .
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Self-efficacy of students with special needs Despite the various challenges faced by special needs students at Nurul MaksumAisuch as intellectual delays, communication barriers, and emotional instabilityAimany demonstrate a strong sense of self-efficacy.
For example.
TG2 is 17 years old and still learning IqraAo 5 due to intellectual disabilities, while TR1 and TW1 face communication challenges as deaf and mute students.
AU1, who is on the autism spectrum, struggles with emotional regulation, particularly after returning from school holidays.
Nevertheless, these difficulties do not necessarily undermine their belief in their own abilities.
According to Bandura .
, self-efficacy consists of three dimensions: magnitude, strength, and generality.
In terms of magnitude, special needs students at Nurul Maksum often encounter difficulties in completing complex tasks such as Qur'anic recitation, memorizing prayers, or performing household chores.
Nevertheless, they remain committed and motivated, demonstrating resilience and a lack of feelings of inferiority.
AuHe does not need to be told.
The child is attentive in studying the QuranAy.
(Interview with the ustadza.
Each student has unique preferences and limitations.
For example.
AU1 favors barjanji activities over Quran recitation, as he enjoys playing the TG3 finds it difficult to participate in dawn prayers due to a strong dislike of early mornings, while TG1 excels in leadership roles and actively seeks out responsibilities.
AuWe told him to wake up the others.
Basically, the one who wakes up at dawn, who reminds them of activities, is him.
HeAos a good kidAy.
(Interview with Kya.
In terms of strength, students demonstrate resilience and a consistently positive attitude toward routine learning.
The pesantren fosters this by emphasizing the learning process over outcomes, encouraging students to progress at their own pace and prioritize personal growth rather than competition.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
AuWe never give pressure oh you have to be able to do this, be able to do That is not it.
It does not work like thatAy.
(Interview with Nya.
Regarding generality, students often struggle to transfer learned skills to unfamiliar contexts.
For example, while they may competently manage personal belongings, tasks involving electricityAisuch as ironingAiare perceived as intimidating and are generally avoided due to safety concerns.
Independence of students with special needs The pesantren selectively admits special needs students who show potential for self-development and can be educated in basic academic areas such as reading, writing, and arithmetic (Desiningrum, 2.
However, despite this initial screening, these students still require continous mentoring to foster greater independence, especially when faced more complex tasks.
Nonetheless, many students demonstrate significant progress.
They are able to eat independently, use utensils, and maintain personal hygiene, including bathing and washing their clothes.
These routines are introduced early and reinforced through consistent daily scheduling.
They are also adept at dressing appropriately for various occasions and consistently follow established routines, such as changing out of their uniforms after school.
Over time, these habits become second nature.
Additionally, they learn basic grooming practices to maintain a neat and presentable appearance.
Students also demonstrate situational awareness.
For instance, during unexpected events such as power outages, they know to light candles or operate light switches.
While they are not allowed to use electronic devices like irons without supervision, their peers consistently teach and remind them how to manage such tasks safely.
AuWe often tell them.
Sometimes they do not understand, so we tell them They often forget tooAy.
(Interview with RG) JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 They also demonstrate growing independence in life skills and Many are able to plant vegetables, feed fish, and manage simple financial transactions, such as purchasing snacks or toiletries from nearby stalls.
AuBuy snacks usually at the stall there.
(Bu.
aloneAy.
(Interview with AU.
The local community surrounding the pesantren also plays a supportive role.
Students with special needs engage positively with neighbors, and some even feel comfortable visiting their homes.
These interactions help reinforce a sense of belonging that extends beyond the school environment.
Perhaps most remarkable is the studentsAo religious independence.
They consistently participate in congregational prayers and associated rituals, such as wirid.
Through repeated practice, they develop the discipline to perform ablution and respond promptly to the adhan without needing This demonstrates a high level of self-regulationAian especially notable achievement among students with special needs.
Discussion The findings of this study indicate that peer supportAi encompassing emotional, instrumental, and informational dimensions (Solomon, 2.
Aiplays a significant role in shaping the psychological development of students with special needs, particularly in fostering selfefficacy and independence.
This supports BanduraAos theory .
, which emphasizes the importance of social interactions and environmental reinforcement in the development of self-efficacy.
Moreover, this study extends the existing understanding of peer support by highlighting the influence of cultural context and Islamic values within the setting of an Islamic boarding schoolAian aspect that has been largely overlooked in previous research.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
Figure 1.
Peer support coding map through quirkos First, emotional support from peersAiencompassing empathy, unconditional positive regard, and appreciationAisignificantly boosts the confidence of students with special needs in facing challenges.
It helps them feel valued and accepted within their environment.
This aligns with the findings of Shefer et al.
, which suggest that relationships grounded in unconditional positive regard contribute to improved self-esteem, psychological and emotional well-being, and overall self-development (Murphy et al.
, 2.
Similarly, peer-provided positive affirmations foster the development of optimistic mindsets and enhance self-efficacy (Medyasari et al.
, 2.
Acts of appreciation and recognition of individual efforts further reinforce self-confidence and promote a sense of efficacy.
Students with special needs often encounter limitations that hinder their ability to complete complex tasks (A.
Muchsin et al.
, 2.
The findings of this study reveal that, in terms of task difficulty .
, the subjects are generally capable of performing only simple tasks.
In the generality dimension, they struggle to transfer their abilities across a wider range of contexts.
However, it is essential to recognize that self-efficacy is not solely determined by the complexity or variety of tasks (A.
Muchsin et , 2.
Rather, it is fundamentally rooted in an individualAos perceived ability to plan and carry out the actions required to achieve a goal JIP-The Indonesian Journal of the Social Sciences .
1 p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 (Bandura, 1977.
Code, 2.
This underscores the importance of motivational and self-affective factors in the development of self-efficacy (Code, 2020.
Qudsyi et al.
, 2.
This study further highlights how peer support contributes meaningfully to that process, serving as a key social mechanism in strengthening motivation and self-belief among students with special needs.
The Inclusive Pesantren of Nurul Maksum fosters an ecosystem grounded in the value of Auhumanizing humansAy, which emphasizes respect for individual differences and nurtures non-discriminatory, supportive relationships among students.
This inclusive approach plays a crucial role in enhancing the self-efficacy of students with special needs.
Previous research has shown that emotional support from peers can reduce burnout and increase learning motivation (Kusuma et al.
, 2022.
Azhari et al.
, 2.
as well as promote resilience and self-confidence (Mastrocola & Flynn, 2.
in individuals with special needs.
These findings are consistent with the results of this study, which underscore the importance of a supportive peer environment in fostering self-efficacy.
In the context of independence, research by Schwei et al.
highlights that peer support can significantly enhance the ability of individuals with special needs to make daily decisions independently.
Positive social interactions with peers contribute to greater self-confidence and a stronger sense of competence in completing tasks without assistance.
This dynamic is evident at the Inclusive Pesantren of Nurul Maksum, where students with special needs are actively involved in a range of activitiesAi including taking on coordination roles, leading prayers, and serving as part of the core team for rebana performances.
These opportunities not only promote functional independence but also reinforce their sense of agency and belonging.
Second, instrumental supportAiencompassing physical assistance, mentoring, and the repetition of instructionsAinot only facilitates daily activities but also fosters independence through habituation.
This finding reinforces SpiegelAos .
assertion that independence is cultivated through 1.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
consistent practice and tangible environmental support.
Similarly.
Schwei et .
emphasize that instrumental peer support enhances independence by promoting a sense of empowerment.
This aligns closely with the strategies employed by regular students at Nurul Maksum, who actively assist their peers with special needs in acquiring essential life skills.
Peer support is reflected in the physical and emotional presence of fellow students during times of needAisuch as serving as conversation partners, assisting with QurAoan recitation, and guiding the completion of daily tasks.
The presence of supportive friends during critical moments helps fulfill psychosocial needs and contributes to improved mental health (Mastrocola & Flynn, 2.
It fosters a sense of safety (Nugraini et al.
, 2.
and emotional comfort, while also generating enthusiasm through reliable peer relationships (Hapasari & Primastuti, 2.
These conditions encourage self-exploration (Hardiyanti, 2017.
Susanti, 2.
, promote independent learning without disrupting others, and support smoother (Syahlan et al.
, 2.
This is clearly demonstrated in the ability of students with special needs at the pesantren to engage meaningfully not only with their peers but also with the surrounding local community.
Third, supportAiprovided motivation, and the use of visual symbolsAiplays a vital role in helping students with special needs adapt to the routines of Islamic boarding school This aligns with KorikanaAos .
0 findings, which emphasize that visual-based instruction is particularly effective for children with cognitive In parallel.
Altermatt's .
study on regular students demonstrated that peer-provided informational support enhances academic self-efficacy.
These findings are consistent with the results of this study, which show that motivational support from peers helps students with special needs maintain persistence and engagement despite facing learning The results of this study are distinctive in their integration of Islamic values and the cultural context of Islamic boarding schools in shaping peer The concept of Auhumanizing humansAy embedded in Nurul Maksum JIP-The Indonesian Journal of the Social Sciences .
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A culture of mutual respect promotes independence, as reflected in practices such as delegating leadership roles to students like TG1.
This approach contributes to the global discourse on inclusive education by highlighting the importance of local cultural and religious valuesAian area that remains underexplored in international literature (Fatmawati, 2021.
Ilyasin, 2.
However, this study has limitations, including a small sample size of eight students with special needs and a focus on AueducableAy disabilities.
Future research should investigate a broader range of disabilities and the context of Islamic boarding schools with more diverse populations.
Furthermore, while peer support is deemed effective, it is essential to conduct long-term evaluations to ascertain that such support does not impede independence upon students' reintegration into society.
Bracke et .
observed that peer support may, in certain instances, result in excessive dependence, thereby obstructing the cultivation of individual It is essential to balance support provision with strategies that promote long-term independence, such as offering progressively challenging tasks to enhance the independent capabilities of students with special needs.
These findings point to an inclusive education model that integrates religious values and peer support, offering relevance for countries with community-based education systems, such as Indonesia.
Inclusive education policies should incorporate structured peer support training, as recommended by Penney .
, while maintaining a careful balance between providing assistance and fostering self-empowerment.
Moreover, embedding cultural values within inclusive educationAisuch as Ubuntu in Africa or Bhinneka Tunggal Ika in IndonesiaAican serve as powerful frameworks for promoting social cohesion and enhancing self-efficacy among students with special needs on a global scale.
Thus, this study not only reinforces existing theories of self-efficacy and independence within a new cultural and educational context but also 1.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
contributes to the development of a more holistic and sustainable model of inclusive education.
Figure 2.
Peer support in fostering self-efficacy and independence in special needs students in the Nurul Maksum Islamic Boarding School The findings of this study highlight the significant role of peer supportAiencompassing dimensionsAiin shaping the psychological and behavioral development of students with special needs.
These forms of support, which emerge organically within the inclusive environment of the Nurul Maksum Islamic boarding school, contribute meaningfully to the enhancement of self-efficacy and independence among students with disabilities.
This aligns with BanduraAos theory .
, which emphasizes the crucial influence of social interactions and environmental conditions in the development of self-efficacy.
What distinguishes the findings of this research is not merely the relevance of peer support, but the way it is deeply embedded within the pesantrenAos cultural and religious framework.
The philosophy of Auhumanizing humansAy, rooted in Islamic values, is expressed through shared empathy, mutual respect, and the equal status granted to all students.
This fosters a nurturing environment that goes beyond conventional models of academic inclusion by actively cultivating a social and moral ecosystem in which students with special needs are genuinely valued, supported, and empowered (Tabrani et al.
, 2.
Emotional support from peers plays a foundational role in fostering self-confidence and a sense of belonging among students with special needs.
JIP-The Indonesian Journal of the Social Sciences .
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This finding is consistent with the work of Shefer et al.
, who argue that environments grounded in unconditional positive regard contribute to elevated self-esteem and emotional well-being.
Similarly.
Murphy et al.
emphasize that such affirming interactions are integral to building psychological resilience and supporting identity formation.
Moreover, consistent appreciation and positive reinforcement from peersAiobserved during activities such as rebana practice or group prayersAiserve self-efficacy.
Encouraging feedback from peers fosters a sense of capability, reinforcing studentsAo belief in their ability to complete tasks and increasing their willingness to engage and persist.
This finding aligns with the work of Medyasari et al.
and Meletta .
, both of whom emphasize that positive affirmations play a crucial role in cultivating growth mindsets and strengthening self-efficacy.
Although students with special needs at Nurul Maksum may demonstrate lower capabilities in terms of task complexity .
and generalization .
he ability to apply skills across various domain.
, they exhibit notable persistence and intrinsic motivationAireflecting high levels of strength in their self-efficacy.
This supports BanduraAos assertion that selfefficacy is not solely determined by task execution but also by internalized beliefs regarding personal capacity (Bandura, 1977.
Code, 2.
In this context, peer support contributes significantly to building the motivational and affective dimensions of self-efficacy.
The findings also demonstrate that the inclusive pesantren environment effectively internalizes Islamic values of equality and mutual aid, thereby reinforcing studentsAo sense of agency.
A consistent emphasis on the learning process rather than outcomesAisuch as the avoidance of academic pressure or judgmentAiallows students to engage with both educational and religious practices at their own pace (Azizah et al.
, 2.
This approach promotes emotional well-being and supports continuous 1.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
self-improvement, aligning with principles often advocated in inclusive education theory but rarely implemented in practice (Kafaa, 2.
In the realm of independence, instrumental support empowers students to engage with and gradually master daily tasksAioften through repetition, modeling, and peer assistance.
These findings are consistent with SpiegelAos .
assertion that independence is cultivated through concrete experiences, sustained practice, and supportive environments.
At Nurul Maksum, peer mentoring and routine-based reinforcement not only enhance studentsAo ability to perform practical tasks but also contribute to the development of emotional self-regulation and situational awareness.
This perspective is further supported by Schwei et al.
, .
, who emphasize that peer support enhances individual autonomy through empowerment and role modeling.
At Nurul Maksum, this is reflected in studentsAo ability to manage daily routines, take initiative in religious activities, and make personal decisionsAisuch as shopping independently or socializing with neighbors.
This form of empowerment does not emerge from formal instruction, but rather from the communal life of the pesantren, where peer interaction functions as an organic and culturally embedded mechanism for skill development.
The presence of peersAiespecially during moments of emotional vulnerabilityAifulfills essential psychosocial needs and contributes to mental health stabilization (Mastrocola & Flynn, 2017.
Azizah et al.
, 2.
Students report feeling safer, calmer, and more secure when accompanied by empathetic and dependable peers (Nugraini et al.
, 2023.
Kafaa, 2.
In this context, the boarding school environment functions as a space for both formal and informal learning, where values, habits, and independence are not only taught but also internalized through daily communal interactions.
Informational support also plays a vital role in helping students adapt to the routines and expectations of boarding school life.
Consistent guidance, verbal instructions, and visual cuesAisuch as symbolic wallsAiassist impairments in internalizing expectations and performing daily routines JIP-The Indonesian Journal of the Social Sciences .
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research, which highlights the effectiveness of visual instructional tools for learners with intellectual and developmental disabilities.
Such approaches reflect the broader ethos of pesantren education, which integrates religious instruction with practical life skills (AsAoad & Hakim, 2.
In academic contexts, peer explanations serve as a crucial form of support for special needs students, enabling them to engage with learning materials even in the absence of formal special education strategies.
The consistent willingness of regular students to re-explain concepts fosters the development of academic self-efficacy.
This is consistent with Altermatt .
findings, which show that peer guidance significantly enhances academic confidence and engagement among students.
This resonates with the collaborative ethos found in pesantren, where shared responsibility and mutual care are essential aspects of learning and character formation (Burga & Damopolii, 2.
What makes the Nurul Maksum experience particularly distinctive is the integration of Islamic values and pesantren culture into the design and practice of peer support mechanisms.
The principle of Auhumanizing humansAy is not merely a slogan, but a lived and embodied reality.
Students do not perceive disabilities through a hierarchical or deficit-based lens.
differences are normalized, and every individual is recognized as a valuable and integral part of the community.
This stands in contrast to many inclusive education settings that, while inclusive in policy, often struggle to fully realize these values in everyday interactions and relationships (Muhtar, 2023.
Hasbiyallah et al.
, 2.
This inclusive spirit is deeply rooted in the pesantrenAos ability to merge Islamic values with local cultural authenticity, reflecting broader patterns of cultural religiosity found in traditional Islamic settings (Baharudin.
Junaidi, & Ariadi, 2.
The boarding schoolAos emphasis on character-building activities, the habituation of religious routines, and consistent engagement in communal tasks further contributes to the development of independence among students with special needs.
Their active participation in key 1.
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responsibilitiesAisuch as leading prayers or managing peer disciplineAi reflects a level of autonomy that is seldom documented in comparable educational settings.
This suggests that culturally grounded, values-based approaches can play a critical role in fostering meaningful inclusion and self-reliance (Dewi & Ansori, 2023.
Awaluddin et al.
, 2.
These findings underscore the importance of embedding inclusive education within a robust cultural and ethical framework.
demonstrated in this study, such integration ensures that inclusion is not merely structural or policy-driven, but truly transformative.
The pesantren model illustrates how community-based valuesAisuch as Bhinneka Tunggal Ika in Indonesia or Ubuntu in AfricaAican be effectively mobilized to foster self-efficacy, independence, and a deep sense of belonging among students with special needs (Tambak et al.
, 2025.
Amalia et al.
, 2.
However, this study also acknowledges several limitations.
The sample was limited to eight students with special needs from a single pesantren, all of whom had moderate.
AueducableAy disabilities.
As a result, the findings may not fully capture the experiences of students with more severe or diverse forms of disability.
Future research should consider a broader spectrum of disabilities and include comparative studies across multiple pesantren in different regions, taking into account varying sociocultural contexts to enrich the understanding of inclusive practices in Islamic boarding schools (Misdah et al.
, 2025.
Putri et al.
, 2.
Moreover, while peer support has proven effective within the structured environment of the pesantren, further longitudinal studies are independence in broader, less controlled social contexts.
Bracke et al.
caution that peer support, if not carefully managed, may lead to overdependenceAiparticularly supplements personal initiative.
Therefore, it is essential to implement balanced strategies, such as progressively increasing task complexity and promoting self-reliance, to ensure that the benefits of peer support translate into long-term autonomy beyond the school setting.
This aligns JIP-The Indonesian Journal of the Social Sciences .
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This study contributes to the growing body of literature on inclusive education by providing an in-depth exploration of how religious and cultural frameworks can enrich peer support dynamics.
Its insights are particularly relevant for educational institutions operating within societies that uphold strong communal traditions.
By emphasizing structured peer engagement and the integration of local values, this research presents a contextually grounded yet potentially replicable model of inclusive educationAione that bridges global principles with locally embedded practices (Khasanah et al.
, 2023.
Fathorrahman et al.
, 2.
These findings also open a broader space for reflection on the importance of developing inclusive education models that are not only rooted in global principles but also derived from local values embedded in the daily life of communities.
In a global context, inclusive pesantren like Nurul Maksum can serve as an alternative model that is both relevant and applicable for countries with strong communal and religious foundations.
For instance, the principle of Auhumanizing humans,Ay which underpins inclusive practices at this pesantren, aligns with communitarian values such as Ubuntu in Africa or the principle of collective solidarity within Muslim communities in South Asia and the Middle East (Hanif et al.
Athoillah et al.
, 2.
Thus, this study not only offers a theoretical contribution to strengthening the affective and social dimensions of inclusive education but also presents a culturally grounded praxis model that can be replicated and adapted across different parts of the world.
The integration of religious values, community-based togetherness, and organically approaches that are more humane, contextual, and sustainable on a global scale (Zulkarnain et al.
, 2024.
Syahbudi et al.
, 2024.
Irsad et al.
, 2.
JIP-The Indonesian Journal of the Social Sciences AuHumanizing HumansAy in Inclusive Pesantren: The Role of Peer Support in Promoting Self-Efficacy Nurul Azizah et al.
Conclusion This study concludes that peer support plays a significant role in fostering self-efficacy and independence among students with special needs at the Inclusive Pesantren of Nurul Maksum.
Emotional, instrumental, and informational supportAioffered organically by peersAiassist students not only in completing daily tasks but also in developing psychological resilience, self-confidence, and social integration.
These forms of support are deeply embedded in the pesantrenAos culture, where the philosophy of Auhumanizing humansAy is consistently practiced through everyday interactions and educational routines.
Emotional supportAiexpressed through empathy, appreciation, and encouragementAistrengthens studentsAo self-belief and cultivates a sense of Instrumental support, provided through concrete assistance and consistent mentoring, enhances studentsAo capacity to manage daily tasks Informational support, delivered through guidance, advice, and visual aids, facilitates studentsAo adaptation to academic routines and the broader context of boarding school life.
Collectively, these forms of peer support have been shown to effectively influence both the cognitive and affective dimensions of self-efficacy.
Furthermore, this study demonstrates that inclusive education can be meaningfully enriched by embedding religious and cultural values into daily practice.
The pesantren model provides a unique and contextually grounded example of how Islamic principles can support inclusive learning by normalizing differences and fostering equal participation.
Within this framework, students with special needs are not merely accommodatedAi they are actively empowered to assume leadership roles, take on responsibilities, and cultivate independence.
Nevertheless, this study has several limitations.
The small sample size and the focus on students with AueducableAy disabilities limit the generalizability of the findings.
Future research should aim to include a more diverse population of students with varying types and levels of disability, and explore the long-term impacts of peer support beyond the JIP-The Indonesian Journal of the Social Sciences .
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It is also important to address the potential risk of overdependence by implementing strategies that gradually increase task complexity and intentionally foster self-reliance.
Ultimately, this study offers valuable insights into how peer supportAiwhen grounded in local cultural and religious frameworksAican serve as a sustainable and transformative model for inclusive education.
encourages educational institutions, particularly those in culturally rooted communities, to adopt peer-based approaches that balance assistance with In doing so, such models can promote not only academic achievement but also character development and meaningful inclusion for students with special needs.
Acknowledgment The author would like to thank the Ministry of Education.
Science & Technology for providing research funding through research grants based on decree 023/LL6/PB/AL.
04/2024.
Bibliography