Attarbiyah: Journal of Islamic Culture and Education Transforming education for Generation Z:
traditional character-based at Pesantren Herman KhunaiviA.
Intan Aulia RakhmawatiA.
Syarifatul Fitri Hidayah STAI Al-Anwar Rembang.
Indonesia
1,2,3
hermankhunaivi@staialanwar.
idA, intanaulia@staialanwar.
fitrihidayah@staialanwar.
DOI:10.
18326/attarbiyah.
Submitted:
27 April 2024 Accepted:
30 May 2025 Published:
30 June 2025 Abstract This study aims to describe the educational transformation at the Pesantren Al-Anwar i Sarang Rembang in facing the challenges of Generation Z through a traditionally oriented character-based.
The research method used was descriptive quantitative with a questionnaire instrument that had been tested for validity and reliability, covering three leading indicators:
internalization of traditional character values, integration of technology in learning, and the suitability of the educational approach to the characteristics of Generation Z.
The results showed that the internalization of traditional character values obtained the highest percentage of 70.
22%, reflecting the success of the Pesantren in maintaining Islamic values and traditions.
Meanwhile, the integration of technology and the suitability of the educational approach obtained 57.
13% and 57.
04%, indicating that innovation and adaptation to the needs of Generation Z have begun but still need strengthening.
Pesantren AlAnwar i Sarang Rembang had attempted educational transformation through project-based learning activities, digital literacy, and collaboration with external institutions.
However, infrastructure limitations and resistance to change were still challenges.
This study emphasized that Pesantren education development in the modern era must be carried out with a selective approach, namely, maintaining fundamental values while adopting relevant and contextual innovations.
Keywords: generation-z.
traditional oriented-character based VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education INTRODUCTION The exponential growth of information and communication technology has induced substantial changes in diverse sectors of human life, including education.
Generation Z was born and grew up in the digital era, so they have unique characteristics.
These characteristics include high digital skills, a tendency to learn independently, and a preference for interactive and technology-based learning.
Their strong digital orientation fosters a preference for interactive and technology-based learning environments, rendering traditional lecture-based methods less effective (Seemiller & Grace, 2.
Additionally, the prevalence of fast-paced digital content has contributed to shorter attention spans (McCrindle & Wolfinger, 2.
, while their inclination toward independent and self-directed learning challenges conventional teacher-centered approaches (Schwieger & Ladwig, 2.
Mental health concerns are also increasingly significant among this generation, requiring educational institutions to address students' emotional well-being (Twenge, 2.
Furthermore, their exposure to diverse global perspectives encourages critical engagement with traditional norms, particularly in religious education (Seemiller & Grace.
However, many Pesantren face technological limitations, creating a gap between institutional offerings and students' evolving needs (Zuhdi, 2.
To remain relevant.
Pesantren must embrace digital integration and foster the development of 21st-century skills, including critical thinking, creativity, collaboration, and communication (World Economic Forum, 2.
Therefore, educational institutions, including Pesantren, must transform to remain relevant and meet this generation's needs.
Pesantren, as a traditional Islamic educational institution, has a vital role in shaping the character and morals of the younger generation (Banin et al.
, 2023.
Fauzi et al.
, 2.
However, in this digital era.
Pesantren is still challenged to maintain traditional values while adopting technology in the learning process.
The transformation of Pesantren education is an absolute necessity to produce human resources that have a strong understanding of Islam and are competent in facing the challenges of the times (Assa'idi, 2.
Several studies have highlighted the importance of educational transformation in Pesantren.
Andit et al.
emphasized that curriculum transformation was a crucial element so that Islamic boarding schools would not be trapped in conservatism alone but could be more contextual to the development of the times.
Saifi et.
, .
explains the important role of the kyai as the owner of the Islamic boarding school in developing the VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education pesantren as part of forming the identity of the santri.
Sulaiman .
emphasized the need to reconstruct educational models in Islamic boarding schools that were more responsive to the needs of the Industrial Revolution 4.
0 through mastery of foreign languages, information technology, and entrepreneurship.
Other studies have also enriched the understanding of the direction of Islamic boarding school transformation.
Suradi .
proposed that educational transformation in Islamic boarding schools must maintain their basic vision and mission while changing the format and methods in response to global challenges.
Saihu & Rohman .
introduced a transformative learning model emphasizing siding with the Mustad'afin group and forming an inclusive character among students.
Lamuri & Laki .
noted that the development of human resources in the era of disruption requires a holistic educational approach, covering spiritual, intellectual, social, emotional, and physical aspects, all of which require continuity in character building.
Although several studies have examined the transformation of education in Islamic boarding schools, not many have specifically linked it to the challenges and characteristics of Generation Z, especially in the context of Islamic boarding schools that have a traditional orientation, such as the Al-Anwar i Sarang Rembang Islamic Boarding School.
This Islamic boarding school is unique in maintaining traditional values through a character approach based on classical scientific traditions while interacting with the generation of students who grow up in a digital world.
Thus, it is important to examine the form of educational transformation applied by traditional Islamic boarding schools in educating Generation Z so that it remains relevant, contextual, and competitive.
Al-Anwar i Sarang Rembang Islamic Boarding School is one of the Islamic boarding schools that seeks to integrate traditional education with the needs of the times.
This Islamic boarding school has a Salafiyah education system that emphasizes the study of yellow books or AuKitab KuningAy through the band organ, slogan methods, and mujadara activities.
In addition, this Islamic boarding school also manages formal educational institutions such as the Madrasah Diniyah Takmiliyah (MDT) and the Al-Anwar Islamic College (STAI), which aim to produce intellectual and Qur'anic moral students.
In facing the digital era.
Al-Anwar i Islamic Boarding School has also begun to adopt technology in the learning process that is integrated with the campus activities of STAI AlAnwar Sarang.
For example, students of STAI Al-Anwar Sarang actively initiate various VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education technology-based activities that support the transformation of Islamic boarding school Through the Student Press Institute (LPM).
AuGarda PenaAy holds a Journalism Class that equips students with news writing skills, interview techniques, and digital media This activity also includes a visit to the editorial offices of NU Online Jateng and Suara Merdeka to learn professional media management.
The Student Association of the Al-Qur'an and Tafsir Study Program (IQT) held a Qur'anic Literacy Seminar with the theme "Qur'anic Literacy: Digital Platform as a Means of Integrating Qur'anic Values," which encourages the use of digital platforms as a medium for preaching and Al-Qur'an education.
In addition, the Center for Research and Community Service (P3M) of STAI Al-Anwar, in collaboration with the campus library, held a Repository Workshop to increase the capacity of digital data management in the academic environment.
Students of the Elementary Madrasah Teacher Education Study Program (PGMI) are also involved in activities integrating technology into learning, such as online platforms for lectures and academic discussions and digital literacy training to improve their competence as prospective educators in the digital era.
These initiatives reflect the students' commitment to integrating traditional Pesantren values with modern technology to generate adaptive and competent students in the digital era.
Based on the background above, this study aims to identify and describe education transformation in traditional character-based Islamic boarding schools in educating Generation Z, focusing on the Al-Anwar i Sarang Rembang Islamic Boarding School.
This study is expected to provide theoretical and practical contributions to the development of an adaptive Islamic boarding school education model that is still rooted in tradition and be a reference in strengthening the character of students amidst the increasingly complex flow of changes in modern times.
METHOD
This study uses a descriptive quantitative approach to identify and describe the form of traditional character-based education transformation in educating Generation Z at the AlAnwar i Sarang Rembang Islamic Boarding School.
This approach was chosen to explain objectively based on numerical data collected through questionnaires, observations, and interviews (Creswell, 2.
The population in this study was students who studying at STAI VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education Al-Anwar Sarang Rembang.
The sampling technique used was stratified random sampling to ensure representation of the existing population.
The research instrument used was a closed questionnaire based on a four-point Likert scale, which was designed to measure three leading indicators: .
internalization of traditional character values, .
integration of technology in the learning process, and .
the suitability of the educational approach to the characteristics of Generation-Z.
The validity of the instrument content was tested through expert assessments in Islamic education and learning technology.
In contrast, the reliability test was carried out using the Cronbach's Alpha value (Fraenkel.
Wallen, & Hyun, 2.
The collected data were analyzed using quantitative descriptive statistics with the help of SPSS software version 22.
This analysis includes frequency distribution, percentage, and average value of respondents on each indicator.
In addition to quantitative data, this study is supplemented with field observation data on the activities of STAI Al-Anwar Sarang students.
Observation data strengthens the interpretation of survey results and provides a more comprehensive contextual picture (Miles.
Huberman, & Saldaya, 2.
RESULT AND DISCUSSION
This study aims to describe the transformation of education at the Al-Anwar i Sarang Rembang Islamic Boarding School towards Generation Z through a traditional-orientedcharacter-based approach.
The instrument used was a questionnaire consisting of 25 statement items divided into three leading indicators, namely: .
internalization of traditional character values, .
integration of technology in the learning process, and .
suitability of the educational approach to the characteristics of Generation Z.
From the validity test that has been carried out, the 25 statement items meet the valid criteria summarized in Table 1 below.
Table 1.
Summary of Questionnaire Validity Test VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education Furthermore, the questionnaire that has met the valid criteria, its reliability is tested with the Cronbach Alpha Product Moment Coefficient.
The reliability test indicates that the questionnaire is reliable, with a coefficient of 0.
The questionnaire consists of three indicators with 25 statements summarized in Table 2 below.
Table 2.
Research Questionnaire Grid VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education In addition to the summary data of the questionnaire validity test and the questionnaire grid above, the following are the results of the questionnaire data recapitulation per indicator presented in Table 3.
VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education After the research results explained above, the next step is an in-depth interpretation process to link the findings with theory, previous research, and the underlying context.
The following discussion aims to explain the meaning of the data and provide conceptual and practical contributions to the development of studies in Islamic Education in the study of " Transformation of Islamic Boarding School Education and Tradition-Based Character Development for Generation-Z," as follows.
Internalization of Traditional Character Values The study results showed that the internalization of traditional character values obtained a percentage of 70.
22%, becoming the indicator with the highest achievement.
This showed that traditional character education at the Al-Anwar i Sarang Islamic Boarding School was still the primary basis for the formation of the personality of students.
Character values such as independence, simplicity, manners towards teachers, routine congregational worship, time discipline, service, and preservation of the tradition of studying the yellow book AuKitab KuningAy continue to be applied consistently.
The instillation of these values was carried out through an exemplary approach, habituation, and daily routines.
This finding was in line with an article entitled "The Role of Islamic Boarding Schools in Character Education in the Era of Globalization," which explains that Islamic boarding schools play an essential role in character education amidst the challenges of globalization.
Pesantren functions as guardians and preservers of religious values, reformers of spiritual understanding, inspirators, motivators, and dynamic agents of development at the local and regional levels.
This role is carried out through the integration of academic and non-academic Activities that emphasize the formation of noble morals .
khlakul karima.
and the spiritual intelligence of students (Silfiyasari.
M, & Zhafi.
AA, 2.
VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education Table 4.
Percentage Details of Internalization of Traditional Character Values VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education The average percentage value above shows the consistency of internalization of character values in the Al-Anwar i Sarang Islamic boarding school environment.
Technology Integration in the Learning Process The technology integration indicator obtained a percentage of 57.
13%, indicating that Al-Anwar i Islamic Boarding School has begun to adapt technology, although it is not yet optimal.
The following is a recapitulation of technology integration in the learning Table 5.
Details of the Percentage of Technology Integration in the Learning Process From the details of the above percentage, the adaptation of the technology was carried out by collaborating with STAI Al-Anwar Sarang Rembang through units, such as LPM Garda Pena, holding Journalism classes to teach news writing skills, interviews, and digital media Other activities included visits to the editorial offices of NU Online JATENG and Suara Merdeka to learn media management.
In addition, the IQT Student Association held a Quranic Literacy Seminar with the theme of utilizing digital platforms for preaching and Quranic education.
P3M STAI AlAnwar also held a Repository Workshop to improve the capacity of digital data management in the academic environment.
PGMI students were involved in the use of online platforms and digital literacy training, improving their competence as prospective educators in the VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education digital era.
These initiatives reflected the students' commitment to combining traditional Pesantren values with modern technology.
These activities have a significant impact on the management of the website and the entrepreneurship of the Pondok Pesantren.
This is in line with the findings in the journal "Pesantren in the Digital Era: Between Tradition and Transformation," which revealed that tradition-based Islamic boarding schools have begun to selectively carry out digital transformation to maintain the identity of the Islamic boarding school.
Islamic boarding schools tend to be selective about the types of technology that enter so as not to shift the main values that have been passed down from generation to generation (Saini, 2.
In addition, research in "Transformation of Islamic Boarding School Education through Integration of Information and Communication Technology" shows that the application of ICT has improved the quality of learning, expanded access to educational resources, and facilitated more efficient management.
However, challenges such as limited infrastructure and resistance to change among teachers and students still need to be overcome (Mukarom et al.
, 2.
It is important to note that although technology can enhance the effectiveness of learning, the challenges of technology accessibility and the need to maintain the noble values of Islamic boarding schools remain significant concerns.
Therefore, a comprehensive strategy is needed to overcome these obstacles and ensure that technology integration can contribute optimally to educational transformation in Islamic boarding schools (Arroyan et al.
, 2.
The Suitability of Educational Approaches to Generation-Z Characteristics This indicator obtained a percentage of 57.
04%, which indicated that Islamic boarding schools have begun to adjust learning methods to the characteristics of Generation Participatory learning methods such as open discussions, digital literacy training, and the application of project-based learning have been implemented.
However, their implementation still needs to be improved.
The following is a recapitulation of the suitability of educational approaches to the characteristics of Generation Z.
VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education Table 6.
Details of the Percentage of Matching Educational Approaches with Generation-Z Characteristics One of the real implementations of PjBL in Islamic boarding schools is through the Fiqh Deliberation activity, where students deliberate to resolve Islamic legal issues based on the yellow book or AuKitab KuningAy and Sharia arguments.
In this activity, students are trained to identify problems from actual Fiqh cases in the boarding school or community environment and then compile real projects in the form of resolving cases through deliberation forums.
They analyzed the law, arguments, and opinions of scholars as a form of problem solving, then reflected on the results through presentations and open discussions.
This activity not only hones critical thinking but also communication skills and the ability to apply Fiqh knowledge contextually.
This was also studied in the Al-Tadzkiyyah Journal, that Fiqh deliberation was an effective form of problem-based learning in Islamic boarding schools.
This activity actively involved students in learning, improving critical thinking skills, and strengthening understanding of Fiqh material (Rohman, 2.
VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education In addition, the implementation of PjBL was also seen in the Santri Clothing and T-Shirt Convection activity unit, where students are actively involved in the convection business, starting from the process of identifying the needs of Islamic boarding school products and market opportunities, design planning, production, pricing, to product marketing.
The production process was carried out by students and then evaluated through reports on production results, sales, and challenges faced.
This activity fosters an entrepreneurial spirit, production skills, business management, and marketing skills among students.
In independent production, the Islamic boarding school also manages the DSA AlAnwar Mineral Water Production unit, which was fully managed by students.
This activity begins with identifying the need for quality drinking water and business opportunities, followed by project planning including production, packaging, and distribution processes.
Implementation of production and marketing, and ends with reflection in the form of production evaluation, product quality, and distribution of sales results.
This program could improve production skills, business management, and teamwork in the student environment.
This was explained on the website of the Al-Anwar i Islamic Boarding School, that the Islamic Boarding School Economic Agency (BEKATREN) is an institution under the Al Anwar i Foundation that develops the economy of the Al Anwar 3 Islamic Boarding School.
It was founded in 2019 to realize economic independence and support the Islamic boarding school's vision to produce knowledgeable, moral graduates based on Ahlussunnah wal Jama'ah.
BEKATREN currently manages the original AWRE Convection.
AWRO refill water, and established the Al-Anwar i Kopontren Consumer Cooperative, which was inaugurated by the Ministry of Law and Human Rights on May 6, 2021, as a form of commitment to building the independence of the Islamic boarding school (PPalanwar3.
CONCLUSION
The educational transformation at Pesantren Al-Anwar i Sarang Rembang for Generation Z has been carried out through a traditional, character-based approach and has proven effective.
Traditional character values such as independence, simplicity, manners, discipline, and love for pesantren traditions remain preserved, with an average achievement of 70.
Technology integration in the learning process reached 57.
13%, indicating that the use of technology is still in its early stages and requires further optimization.
The pesantren has VOL.
10 NO.
JUNE 2025
Attarbiyah: Journal of Islamic Culture and Education Begun utilizing digital platforms, enhancing digital literacy, and establishing external partnerships to enrich students' learning experiences.
The alignment of the educational approach with Generation Z's characteristics scored 57.
04%, implemented through methods such as project-based learning (PjBL), open discussions, digital literacy training, and the development of student business units.
Overall.
Pesantren Al-Anwar i has succeeded in maintaining traditional values while adapting to the challenges of the digital era and the traits of the younger generation.
Future studies are recommended to conduct longitudinal research on the long-term impact of technology integration, explore the challenges of digital adoption in pesantren, compare technology usage across different pesantren, and examine the role of external collaborations in supporting educational transformation.
REFERENCES