Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces Suryadi Nasution Sekolah Tinggi Agama Islam Negeri Mandailing Natal.
Indonesia suryadinst@stain-madina.
Andri Muda Nst Sekolah Tinggi Agama Islam Negeri Mandailing Natal.
Indonesia andrimudanst@stain-madina.
Zuhdi Hsb Sekolah Tinggi Agama Islam Negeri Mandailing Natal.
Indonesia zuhdihsb@stain-madina.
Ali Jusri Pohan Sekolah Tinggi Agama Islam Negeri Mandailing Natal.
Indonesia alijusripohan@stain-madina.
Abstract This study explores the impact of high classroom density on female students .
at Pesantren Musthafawiyah in North Sumatra, focusing on a population of 4,598 santriwati distributed across 77 classrooms .
students per clas.
Employing a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and document analysis involving 18 The findings reveal three major impacts.
First, overcrowded spaces cause physical and psychological discomfort, such as fatigue and difficulty concentrating, due to poor ventilation and excessive noise.
Second, overcrowding erases the identity of santriwati, silencing their voices and deepening isolation within unequal gender dynamics.
Third, although santriwati demonstrate resilience through strategies like selfdirected learning, this resilience remains fragile, marked by declining academic performance and motivation as a result of sustained pressure.
This research highlights that classroom overcrowding not only impedes learning but also threatens the well-being of santriwati, challenging the essence of inclusive Islamic education.
It is recommended that reforms in facilities and classroom management be implemented to create a supportive learning environment.
This study contributes new insights to the discourse on gender-based education in Islamic boarding schools .
, emphasizing the urgency of structural changes for the empowerment of santriwati.
Keywords: Overcrowding.
Santriwati.
Islamic Education.
Gender.
Suryadi Nasution.
Andri Muda Nst.
Zuhdi Hsb.
Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces Abstrak Penelitian ini mengeksplorasi dampak kepadatan kelas yang tinggi terhadap santriwati di Pesantren Musthafawiyah.
Sumatera Utara, dengan fokus pada 4.
598 santriwati dalam 77 rombel .
siswi per kela.
Menggunakan pendekatan fenomenologis kualitatif, data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen dari 18 Temuan mengungkap tiga dampak utama.
Pertama, ruang sesak menyebabkan ketidaknyamanan fisik dan psikologis, seperti kelelahan dan sulit konsentrasi, akibat ventilasi buruk dan kebisingan.
Kedua, overcrowding menghapus identitas santriwati, membungkam suara mereka dan memperdalam isolasi dalam dinamika gender yang tidak setara.
Ketiga, meskipun santriwati menunjukkan ketahanan melalui strategi seperti belajar mandiri, ketahanan ini rapuh, ditandai dengan penurunan prestasi dan motivasi akibat tekanan berkelanjutan.
Penelitian ini menyoroti bahwa kepadatan kelas tidak hanya menghambat pembelajaran, tetapi juga mengancam kesejahteraan santriwati, menantang esensi pendidikan Islam yang inklusif.
Disarankan adanya reformasi fasilitas dan pengelolaan kelas untuk menciptakan lingkungan belajar yang mendukung.
Studi ini memberikan kontribusi baru pada diskursus pendidikan berbasis gender di pesantren, menekankan urgensi perubahan struktural demi pemberdayaan santriwati.
Kata Kunci: Overcrowding.
Santriwati.
Pendidikan Islam.
Gender.
Introduction Education in Islamic boarding schools .
, as one of the oldest forms of educational institutions in Indonesia, has long been a vital pillar in shaping the character, morality, and intellectual capacity of young Muslims .
an Es 2.
However, behind the romanticism of history and the idealism of religious-based education lies a reality far from idyllic: overcrowded classrooms, packed with students struggling for space, and nearly nonexistent room for movement.
Pesantren Musthafawiyah, a historic Islamic boarding school in North Sumatra, reflects this With a total of 13,877 studentsAi9,279 males distributed across 118 groups .
ombongan belajar, or rombe.
and 4,598 female students .
in 77 rombelAi this institution faces immense challenges in managing student density (Ahmad IIffan Gamasari and Mardiyah 2022.
Nur and Nasution 2.
These figures represent a social reality that highlights a genuine spatial crisis, particularly for santriwati, who must study in more constrained conditions compared to their male counterparts.
average, each male rombel accommodates around 78 students, while female rombel reach up to 60 students per class.
These numbers far exceed the ideal classroom density recommended by educational experts, which typically ranges between 20-30 students per class to ensure effective learning (Maxwell 2009.
West and Meier 2.
How can meaningful learning occur when the physical and psychological space of santriwati is continually eroded by uncontrolled overcrowding? POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces Overcrowding in classrooms is not a new phenomenon in the world of education, but its impact on santriwati at Pesantren Musthafawiyah introduces a more complex and urgent dimension worthy of investigation.
Theoretically, educational ecology theory emphasizes that micro-environments, such as classrooms, play a crucial role in shaping students' cognitive and emotional development processes (Johnson El Zaatari and Maalouf 2022.
Cipriano et al.
When classrooms become overly crowded, interactions between teachers and students are disrupted, individual attention diminishes, and psychological tension increasesAiall factors that hinder learning outcomes (Bai and Chang 2016.
Yaman 2009.
Blatchford.
Bassett, and Brown Empirical studies show that excessive classroom density negatively correlates with academic achievement, primarily due to reduced effective contact time between educators and learners (Marwaha et al.
In the context of Pesantren Musthafawiyah, this high density is not merely a quantitative issue but also affects the quality of the learning experience, especially for santriwati, who are often socially and culturally more vulnerable than their male counterparts.
The social reality at Pesantren Musthafawiyah reveals striking inequality.
With 77 rombel for 4,598 santriwati, each class averages 60 girls in spaces often not designed to accommodate such density.
Compare this to male students, who, despite their larger numbers, have more rombel .
, resulting in slightly lower density distribution.
This disparity is not just about numbers.
it may reflect an imbalance in spatial priorities within the traditional pesantren system.
The physical structures of the pesantren, often inherited from older architectural designs, are rarely updated to accommodate the surge in student numbers.
Consequently, santriwati study in cramped, poorly ventilated rooms full of distractionsAiconditions that, according to Weinstein, can create "learning overload" and increase student stress (Maxwell 2009.
Huang et al.
McMullen and Rouse 2.
Initial interviews with some pesantren administrators revealed that limited funding and land are the primary reasons why facility expansion is difficult, making overcrowding an inevitability that is passively accepted.
Yet, beyond pragmatism, it is worth considering whether we should allow generations of Muslim women to lose their right to quality education simply because of such pragmatic constraints.
Educational experts have long warned of the dangers of overcrowding on learning dynamics.
Finn and Achilles, in their classic study on class size, found that classes exceeding 40 students tend to reduce student engagement and increase disciplinary issues (Finn and Achilles 1999.
Wang and Calvano 2022.
Chapman and Ludlow 2.
In the context of santriwati, these impacts could be far more severe.
Studies on the experiences of female students in Tanzania show that high classroom density, combined with gender-related factors such as social expectations and physical discomfort .
, during menstruatio.
, often cause girls to withdraw from the learning process (Iddy 2021.
John.
Francisco, and Moliner 2015.
Ngonyani and Kamando 2023.
Mwita and Murphy 2.
At Pesantren Musthafawiyah, where santriwati live in strict dormitory environments full of rules, the pressure of overcrowding exacerbates their sense of alienation.
A santriwati forced to share a desk with two or three classmates.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces competing for teacher attention, and struggling to hear explanations amid classroom noiseAiis this what we call character education? It hardly seems aligned with the noble goal of honoring knowledge.
The novelty of this research lies in its specific focus: the impact of classroom density on santriwati in traditional Indonesian Islamic boarding schoolsAia topic rarely addressed in academic literature, if at all (Olurotimi and Nike 2021.
Owoeye and Yara Philias Olatunde 2010.
Andries et al.
Ezeilo 2.
Most studies on overcrowding focus on public schools in Western countries or urban contexts in developing nations, as seen in the works of Owoeye.
Ezeilo et al.
, in Nigeria (Kyhler 2.
, or Kohler in South Africa (Kyhler 2.
However, pesantren, with their unique characteristics as religious and residential educational institutions, offer a distinct Furthermore, this study does not merely examine overcrowding in general but highlights its impact on a group often overlooked: santriwati.
In pesantren traditions, women are often positioned as complements rather than central focuses in resource distribution and academic attention, making it unsurprising that academics increasingly critique the role of women in pesantren circles (Wardiana and Fadli 2024.
Amir.
Alamsyah, and Ilham 2024.
Nurish 2010.
Afiah et al.
Smith 2009.
Samsu et al.
Nuraedah 2.
By centering santriwati in the analysis, this research challenges conventional narratives and opens space for more critical discussions about gender equality in Islamic education.
Nevertheless, there is a significant research gap that underpins this study.
Although studies on overcrowding have been conducted in various countries like Nigeria and South Africa, where population density is a clear driver, very few explore how this phenomenon specifically affects girls in the context of religious-based education in Indonesia (Shabaya and Konaduagyemang 2004.
Tao 2014.
Etejere et al.
Research on female teacher distribution in Africa touches on the importance of gender-sensitive learning environments (Mutawally.
Santosa, and Mulyadi 2023.
Hasir et al.
, but does not address overcrowding as a primary variable.
In Indonesia, studies on pesantren often focus on curriculum, teaching methods, or the role of kiai, while physical aspects like classroom density rarely receive serious attention (Nuraini Naufal Ahmad Rijalul Alam.
Asyraf Isyraqi Jamil, and Mohamad Azrien Mohamed Adnan 2022.
Puspitarini et al.
Yet, in daily reality, pesantren face primal challenges, such as santriwati at Pesantren Musthafawiyah grappling with realworld obstacles: cramped spaces limit creativity, density hinders interaction with teachers, and social pressures worsen their learning experiences.
This research gap is not merely an academic void but also a failure to recognize that inclusive and quality education cannot be achieved without considering the material conditions of the learning environment.
Girls' education is the foundation for social, economic, and cultural progress in society (Nur Wahib and Moh.
Solehuddin 2020.
Supriyadi 2018.
Khaidir 2.
UNESCO .
emphasizes that investing in girls' education has a multiplier effect:
educated girls tend to marry later, have fewer children, and contribute more POTENSIA: Jurnal Kependidikan Islam.
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Acar 2022.
Bhandari 2023.
Bobek.
Schachl, and Horvat 2023.
Williams and Keogh 2.
However, how can this vision be realized if santriwati at Pesantren MusthafawiyahAiand likely many other pesantrenAi remain trapped in overcrowded classrooms? Preliminary data shows that many santriwati complain about difficulty concentrating, feeling ignored by teachers, and even experiencing physical fatigue due to lack of space to move.
If this condition persists, we risk losing the intellectual potential of thousands of girls and betraying the essence of Islamic education, which places knowledge as a universal right, regardless of Furthermore, this research is urgent because its implications extend beyond Pesantren Musthafawiyah.
Indonesia, with the largest Muslim population in the world, has hundreds of pesantren facing similar issues (Ikbal.
Pohan, and Nasution 2.
Failing to understand and address the impact of overcrowding on santriwati risks perpetuating entrenched gender inequalities within traditional education systems.
This study is not merely a critique of the current state but also a call to actionAifor pesantren administrators, the government, and the academic communityAito prioritize humane and inclusive learning spaces.
By exploring the impact of high density on santriwati, this research will contribute concrete solutions, such as classroom design recommendations, fairer resource allocation, or even national policies on pesantren facility standards.
Method This study employs a qualitative approach with a phenomenological design to deeply explore the lived experiences of santriwati at Pesantren Musthafawiyah regarding the impact of high classroom density (Matz 2.
The phenomenological approach was chosen for its focus on understanding the subjective meanings that santriwati assign to the phenomenon of overcrowding.
The study aims to explore perceptions, emotions, and psychological and academic impacts experienced by santriwati in limited learning spaces, thereby producing rich descriptions reflecting their Participants were selected through purposive sampling, involving 15-20 santriwati from various grade levels at Pesantren Musthafawiyah who experience classroom density .
students per rombe.
(Tongco 2007.
Campbell et al.
Inclusion criteria encompassed santriwati who had studied at the pesantren for at least one year to ensure sufficient experience.
Data were collected through semi-structured in-depth interviews (Seidman 2.
, participant observation in classrooms (Jorgensen 1.
, and document analysis, such as class schedules or room layouts (Wood.
Sebar, and Vecchio 2.
Interviews were designed to elicit personal narratives from santriwati regarding comfort, concentration, and interactions with teachers, lasting 4560 minutes per session.
Observations were conducted to note classroom dynamics, such as noise levels and space usage, while document analysis reinforced the physical context of density.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces Data analysis followed ColaizziAos phenomenological steps: .
re-reading transcripts to grasp the whole, .
extracting significant statements, .
formulating meanings, .
clustering themes, and .
constructing textual and structural descriptions (Vignato et al.
Edward and Welch 2.
Data validity was strengthened through source triangulation .
antriwati, teachers, and administrator.
and member checking with participants (Santos et al.
Ethical considerations included informed consent, anonymity, and data confidentiality.
This approach allows the research to generate authentic insights into how overcrowding shapes the learning experiences of santriwati while offering new contributions to gender-based education studies in pesantren.
Results and Discussion Physical and Psychological Discomfort of Female Students in Overcrowded Classrooms The reality of overcrowded classrooms at Pesantren Musthafawiyah is not merely a story about full spaces but rather a narrative of how an oppressive physical environment shatters the rights of santriwati .
emale student.
to humane education.
With 4,598 santriwati distributed across 77 groups .
, each class averages 60 students in rooms often no larger than 30 square metersAia condition far exceeding the ideal capacity recommended by UNESCO .
, which suggests a maximum of 1.
5 square meters per student for effective learning (Sun and Aziz 2024.
Norazman et In-depth interviews with 18 santriwati revealed that this density is not just ordinary discomfort but a real threat to their physical and psychological well-being, creating a learning environment that feels more Aulike a prisonAy than a place to acquire A 16-year-old santriwati, who has been studying at the pesantren for two years, described her classroom as Aua crowded cage where we are forced to sit on top of each other, making it hard to breatheAy (Interview.
Sep 2.
This statement is not hyperbole but a reflection of observed reality: small desks shared by three to four students, chairs squeezed together leaving narrow aisles barely passable, and stagnant air hanging heavily due to poor ventilation (Observation.
Sep 2.
These findings align with theories of the learning environment, which emphasize that the physical conditions of a classroom directly affect student comfort and concentration (Cheryan et al.
Hao and Florez-Perez 2.
In the context of Pesantren Musthafawiyah, three weeks of observation across five different classrooms showed that room temperatures often reached 32 degrees Celsius during the day, exacerbated by inadequate windows and the absence of cooling systems (Observation.
Sep 2.
These conditions not only violate basic principles of educational ergonomics but also result in measurable physiological impacts (Ablyaeva 2.
Several santriwati reported persistent headaches, mild shortness of breath, and constant physical fatigueAi symptoms Maxwell associates with environmental stress caused by excessive density (Lorentzen et al.
Maxwell 2.
When asked how they manage to focus in such conditions, the responses were contradictory: AuWe try to endure, but our minds often go blank,Ay said a second-year santriwati (Interview.
Sep 2.
This indicates that POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces overcrowding not only harms the body but also dulls cognitive abilities, a phenomenon supported by BoarlandAos study, which found a negative correlation between classroom density and studentsAo information-processing abilities(Borland.
Howsen, and Trawick Furthermore, this density creates inevitable psychological pressure.
Interview data revealed that santriwati feel constrained, both physically and emotionally, by spaces that do not allow them the freedom to move or think clearly.
A 17-year-old santriwati admitted.
AuIAom afraid to make a wrong move because I might disturb my neighbor, so I stay silent even when I donAot understand the lessonAy (Interview.
Sep 2.
This fear reflects Aulearning overload,Ay where students are overwhelmed by excessive environmental stimuli, such as noise and extreme physical proximity (Yoon 2.
Observations noted that classroom noise levels often exceeded 70 decibels due to conversations, chair movements, and background noise from neighboring classesAifar above the 55-decibel threshold recommended by the WHO .
for optimal learning (Matondang 2017.
Kamal.
El-Rahman, and Tawfiq 2.
In such an environment, concentration becomes an unattainable luxury, and santriwati are forced to bear disproportionate cognitive burdens just to survive.
Gender factors add a layer of complexity to these findings.
Santriwati, living within a patriarchal cultural system prevalent in pesantren, face additional pressures not experienced by male students.
Interviews revealed that many felt more uncomfortable during menstruation, when classroom density exacerbated physical pain and social AuI want to rest, but thereAos no place to sit quietly,Ay lamented a 15-year-old santriwati (Interview.
Sep 2.
Women are more vulnerable to the negative impacts of classroom density due to privacy and comfort needs often ignored in learning space At Pesantren Musthafawiyah, this insensitivity is evident: there are no special facilities or schedule adjustments to accommodate santriwati during such conditions, forcing them to endure discomfort in silence.
This is not just a logistical failure but also a betrayal of Islamic educational principles that should respect human nature, including biological differences.
Observations showed that santriwati often lose focus on core subjects like fiqh or Arabic, which require high concentration, as their minds are preoccupied with overcoming environmental discomfort.
A teacher interviewed acknowledged.
AuI know they canAot hear me well, but what can I do with so many students in one class?Ay (Ustadz.
Interview.
Sep 2.
This statement reflects systemic helplessness that worsens the both teachers and santriwati become victims of outdated infrastructure.
Studies confirm that classes with more than 30 students tend to reduce active engagement (Blatchford.
Bassett, and Brown 2.
, but at Pesantren Musthafawiyah.
POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces the figure of 60 students per class pushes this limit to an extreme.
As a result, santriwati not only lose opportunities to understand material but also internalize feelings of inadequacy for failing to meet academic expectations under unfair conditions.
Prequency Of Reports (N=.
Average Duration (Hours/Da.
3-4 hours 14 .
2-3 hours Limited 17 .
Menstrual 12 .
Throughout class .
days/month Indicator Heat and Noise Observation Context Reported Impact Poor ventilation, temperature > 30AC > 70 dB, background noise from neighboring classes Headaches, shortness of breath Difficulty mental fatigue Physical tension, feeling constrained Desks shared by 3-4 students, narrow aisles No resting space Social anxiety, increased pain The table above provides a quantitative overview supporting the qualitative narrative of santriwati discomfort in overcrowded classrooms at Pesantren Musthafawiyah.
The primary indicatorAiheat and stuffinessAiwas reported by 88.
9% of participants, lasting 3-4 hours daily, reflecting extreme environmental conditions due to poor ventilation and high temperatures (>30AC), consistent with observational This confirms the theory that poor physical environments exacerbate physiological stress, especially for girls (Najafi et al.
Noise, reported by 77.
of participants at levels exceeding 70 dB, surpasses WHO .
thresholds, demonstrating that santriwati are not only physically disturbed but also cognitively impaired, as evidenced by reports of difficulty concentrating.
Limited mobility, experienced by 94.
4% of santriwati throughout the 4-hour class, highlights inhumane classroom designAishared desks and narrow aisles create continuous physical pressure, aligning with the concept of Aulearning overloadAy (Kushnir and Berry 2.
Most strikingly, menstrual discomfort .
7%) reveals a neglected gender dimension: without resting spaces, santriwati are forced to endure pain and anxiety, reinforcing arguments about womenAos vulnerability in crowded spaces.
This analysis underscores that overcrowding is not merely a technical issue but a multidimensional crisis sacrificing the physical and mental health of santriwati.
This phenomenon raises critical questions: has education in pesantren, which claims to uphold Islamic values, become a mere mechanical routine that sacrifices the well-being of santriwati? Interview data shows that many santriwati are beginning to question the value of their learning.
AuWhy am I here if all I do is sit and suffer from the heat?Ay asked one santriwati (Interview.
Sep 2.
This cry cannot be ignoredAi overcrowding not only damages bodies and minds but also erodes their motivation to pursue knowledge.
In Islamic tradition, knowledge is light, but in the overcrowded classrooms of Pesantren Musthafawiyah, that light dims, obscured by suffocating walls POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces and stifling air.
If this condition persists, we risk losing the intellectual potential of thousands of girls and betraying the promise of inclusive and dignified education.
This reality is worsened by the fact that Pesantren Musthafawiyah, like many traditional pesantren, relies on old buildings not designed to accommodate modern student numbers.
Administrators admit that funding and land limitations hinder facility expansion, but these excuses ring hollow when the impacts on santriwati are so evident.
This study affirms that overcrowding is not a tolerable technical issueAiit is a crisis demanding urgent structural change.
Santriwati should not be forced to endure suffocating spaces due to tradition or economic pragmatism.
They deserve supportive learning environments, not ones that punish them with relentless discomfort.
education is a right, why allow space to obstruct that right? These findings are not just facts but a call to actionAia challenge to reconsider what we deem AuadequateAy for Muslim girls.
Class Density and the Erasure of Santriwati Identity Behind the crowded walls of classrooms at Pesantren Musthafawiyah, a silent tragedy unfolds: extreme density does not merely fill space but also erases the identity of santriwati .
emale student.
, reducing them from unique individuals with distinct potential into faceless masses lost in the crowd.
With 60 santriwati crammed into each group .
Aia number double the ideal standard (Styron and Nyman 2008.
Pincham and McTague 2.
Aithis section reveals that overcrowding creates an environment where their voices are drowned out, their aspirations stifled, and their existence as true learners ignored.
In-depth interviews with 18 santriwati revealed striking sentiments: AuThe teacher knows my face, but they donAot know who I am,Ay said one santriwati (Interview.
Oct 2.
This statement is not merely a complaint but an indication of a systematic dehumanization process, where classroom density strips away the essence of education as a personal and transformative relationship.
Four weeks of observation across six different classrooms revealed concerning In overcrowded rooms, only a handful of santriwati seated in the front rows dared to raise their hands or ask questions, while the majority in the back chose silenceAinot due to lack of interest, but because they believed their voices would not penetrate the noise or reach the teacherAos ears (Observation.
Oct 2.
A third-year santriwati admitted.
AuI once tried to speak, but the teacher didnAot hear me, so I gave upAy (Interview.
Oct 2.
This phenomenon aligns with social psychology theories on social identity, which state that when individuals feel unrecognized within a group, they tend to withdraw and lose their sense of agency (Iyer et al.
At Pesantren Musthafawiyah, classroom density accelerates this process, transforming santriwati from active participants in learning into passive spectators isolated in the crowd.
Within the patriarchal norms still influencing pesantren culture, santriwati often face expectations to be quieter and more obedient than male students.
Overcrowding exacerbates this pressure, creating an environment where they feel increasingly unworthy of speaking up.
A 17-year-old santriwati remarked.
AuWe are taught to remain silent and listen according to Islamic law, but in this class, silence isnAot a choiceAiitAos POTENSIA: Jurnal Kependidikan Islam.
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Oct 2.
These findings are supported by studies by Worku and Mahanguzi, which show that girls in crowded learning spaces tend to internalize subordinate roles, especially when interactions with teachers become limited (Muhanguzi 2021.
Worku 2.
Observations noted that in lessons requiring dialogue, such as fiqh, tafsir, or hadith, discussions that should have been lively turned into monotonous teacher monologues, with santriwati silently taking notesAinot because they understood everything, but because they felt there was no room for participation.
The psychological impact of this identity erasure cannot be underestimated.
Research interviews revealed that many santriwati feel a loss of confidence, worsened by their inability to stand out in the crowd.
AuI want to be known as smart, but here IAom just one among many,Ay said a second-year santriwati (Interview.
Oct 2.
Studies on self-efficacy confirm that environments failing to recognize individuality can reduce studentsAo intrinsic motivation to learn (Schunk and DiBenedetto 2022.
DomynechBetoret.
Abellyn-Roselly, and Gymez-Artiga 2017.
Schunk and DiBenedetto 2015.
At Pesantren Musthafawiyah, classroom density acts as a catalyst for this process, creating a cycle where santriwati feel worthless, reduce their efforts, and ultimately reinforce the perception that they do not deserve attention.
Observations showed that in classes with 60 students, teachers often called on familiar names, leaving others in deepening anonymityAia pattern that is not only practical but also destructive (Observation.
Oct 2.
Furthermore, this erasure of identity has implications for character formation, which lies at the core of pesantren educational missions (Anam et al.
In Islamic tradition, learning is a dialogical process requiring mutual recognition between teacher and student, as exemplified by the Prophet MuhammadAos interactions with his companions (Abd Latif and Mohd Yosoff 2.
However, in these crowded classrooms, dialogue dies.
One teacher admitted.
AuI want to get to know them, but with these numbers.
I can only teachAiI donAot have time to know many studentsAy (Ustadz.
Interview.
Oct 2.
This admission highlights systemic failure: overcrowding not only hinders knowledge transfer but also severs the emotional connection that is the soul of Islamic education.
Santriwati, who should be trained as critical thinkers and agents of change, are instead forced into passive roles, contradicting the essence of knowledge as a tool for empowerment.
This study also found that classroom density creates unspoken hierarchies among santriwati.
Those seated in the front or with extroverted personalities are more likely to receive attention, while those in the backAioften quieter or less confidentAiare completely marginalized.
AuFriends in the front always answer.
we in the back just listen,Ay lamented a 17-year-old santriwati (Interview.
Oct 2.
Observations confirmed that physical distance from the teacher correlates with participation levels:
santriwati in the fourth row or further back rarely spoke, even when prompted.
This is not just ordinary classroom dynamics but evidence that overcrowding deepens social inequality in learning spaces, making education a privilege for a few rather than a right for all.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces If santriwati no longer have a voice, what remains of the promise of Islamic education that places knowledge as a light for the soul? Data shows that some santriwati have begun questioning their purpose in the pesantren.
AuI came to study religion, but I feel lost here,Ay said a third-year santriwati (Interview.
Oct 2.
The loss of identity is not only a personal loss but also a collective threat to the future of Muslim women.
they continue to be silenced by overcrowded classrooms, it not only robs them of their right to speak but also steals their potential to contribute to society.
This study challenges us to ask: Are we willing to let santriwati sink into anonymity to preserve rigid traditions, or are we brave enough to acknowledge that true education requires spaceAiboth physical and emotionalAifor every individual? These findings underscore the urgency of structural reform.
Administrators may argue that density is a consequence of institutional popularity, but this excuse collapses in the face of the reality that santriwati pay the highest price.
Education must not become a numbers game where quantity sacrifices quality.
Santriwati are not mere statistics to boast about in annual reportsAithey are human beings with voices that deserve to be heard.
If pesantren wish to remain relevant as bastions of Islamic education, they must stop silencing santriwati with unchecked density and start creating spaces where their identities can shine.
This is not just about facilities but about justiceAia principle that should be at the core of any institution claiming to uphold religious values.
Indicator Not recognized by teacher Lack of Hierarchies Loss of Prequenc y Of Reports (N=.
Observation Context Reported Impact Exposure Duration (Hours/Da.
Teacher focuses on front rows Distance from teacher > 5 meters Front-row Feeling worthless, decreased motivation Isolation, increased Social inequality, low self-esteem 4-5 hours No space to express Decreased interest in 3-5 hours 3-4 hours Throughout class .
The table above summarizes key indicators of santriwati identity erasure due to classroom density at Pesantren Musthafawiyah, providing empirical evidence supporting the qualitative narrative.
The indicator Aunot recognized by teacherAy .
shows that most santriwati feel unrecognized as individuals, corroborated by observations that teachers interact only with the front rows, leaving others in anonymity for 4-5 hours daily.
This aligns with BanduraAos theory that personal recognition is crucial for self-efficacy, clearly disrupted here, resulting in decreased motivation.
AuLack of participationAy .
2%) is closely tied to physical distance from the teacher (>5 meter.
, confirming findings that non-inclusive environments encourage withdrawal, with isolation felt during 3-4 hours of lessons.
AuHierarchies among santriwatiAy .
reveals internal inequality: front-row students dominate, while those in the back feel POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces oppressed, deepening feelings of inferiority throughout class.
Finally.
Auloss of confidenceAy .
8%) emerges as the most significant consequence, with santriwati reporting waning interest in learning due to a lack of space for expression, exposed for 3-5 hours daily.
This data confirms that overcrowding not only hinders participation but also systematically erases santriwati identity, particularly in gender contexts where cultural norms already suppress their voices.
These findings serve as an urgent call for reform, showing that the impacts are not just emotional but structural, demanding change so santriwati can reclaim their voices.
Survival Strategies of Santriwati and Their Limits in Confined Spaces Amid the overcrowded classrooms at Pesantren Musthafawiyah, the santriwati .
emale student.
exhibit remarkable resilienceAinot as flawless heroes, but as victims forced to walk a tightrope that could snap at any moment.
With 60 students packed into each group .
, they have developed impressive yet heartbreaking survival strategies: studying independently in dormitory corners, sharing notes in small groups, or even standing at the edge of the classroom just to catch fragments of the teacherAos This section reveals that this resilience is not a glorious triumph but rather a desperate struggle teetering on the brink of collapse.
Data from in-depth interviews with 18 santriwati depict a spirit battered by physical and emotional limits: AuWe want to move forward, but this space imprisons us,Ay said one santriwati (Interview.
Oct 2.
is a piercing cryAiproof that behind every effort to endure lies fragility, ready to swallow their potential at any moment.
Five weeks of observation across seven different classrooms showed that these survival strategies emerged out of necessity, not choice.
When classrooms became so crowded that aisles disappeared, some santriwati brought their books outside, sitting on terraces or staircases, trying to understand lessons with the help of friends (Observation.
Sep-Oct 2.
AuWe teach each other because the teacher canAot possibly explain everything to all of us,Ay said one santriwati (Interview.
Oct 2.
This collective resilience aligns with Lazarus and FolkmanAos theory of adaptive coping under environmental pressure (Folkman 2012.
Richard S.
Lazarus 1.
However, these strategies often fail when density peaks, such as during busy class hours or exam seasons, when even alternative spaces fill up and books become silent burdens in the hands of exhausted students.
This resilience has clear limits, and this study highlights just how fragile the foundation theyAove built truly is.
Interviews revealed that santriwati often run out of energy before the day endsAiafter four hours crammed in class, they return to the dormitory with weary bodies and blank minds.
A first-year Aliyah student remarked.
AuI want to read more at night, but my head feels heavyAy (Interview.
Oct 2.
Studies on chronic stress show that prolonged exposure to oppressive environments can deplete physiological and psychological resources, leading to systemic exhaustion (Tuncol et al.
Shankar and Park 2.
Observations noted that by the third week of the study, some santriwati began skipping afternoon classes, citing AuI canAot handle it anymoreAyAia POTENSIA: Jurnal Kependidikan Islam.
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Oct 2.
The factor of time exacerbates this fragility.
Within the pesantren system, which demands a packed scheduleAifrom morning to nightAisantriwati have no room to A third-year student described her day as Aua marathon without a finish lineAy (Interview.
Oct 2.
, where survival strategies like stealing time outside class only add to the burden rather than provide solutions.
Data shows that those attempting independent study often sacrifice sleep, averaging only 4-5 hours per nightAifar below the 7-9 hours recommended by the National Sleep Foundation (Hirshkowitz.
Whiton.
Albert.
Alessi.
Bruni.
DonCarlos.
Hazen.
Herman.
Adams Hillard, et al.
Hirshkowitz.
Whiton.
Albert.
Alessi.
Bruni.
DonCarlos.
Hazen.
Herman.
Katz, et al.
This is not merely a bad habit but a direct consequence of inhumane learning spaces that force them to seek gaps amid suffocating density.
Academic performance becomes the most visible victim of this fragility.
Observations showed that santriwati who initially engaged in survival strategiesAisuch as collaborative note-taking or asking friends for helpAibegan showing declining performance by the fourth week.
Teachers reported that monthly exam scores for some santriwati dropped by up to 20% compared to previous periods, a pattern consistent with findings that classroom density correlates with poor learning outcomes.
AuTheyAore smart, but they donAot have the energy to keep studying,Ay said a teacher with concern (Ustadz.
Interview.
Oct 2.
This is a painful irony: santriwati fight desperately to survive, but the system meant to support them instead becomes the hammer crushing their efforts.
This study also reveals that the resilience of santriwati is often praised as proof of their strength, but this narrative itself is a trap.
Administrators frequently call them Autough,Ay Aupatient,Ay or Aujihad warriors in the path of Allah,Ay yet interviews show that santriwati do not want to be praised for enduringAithey want to thrive, not just survive.
AuI donAot want to just be strong.
I want to study in peace,Ay declared a 15-year-old santriwati (Interview.
Oct 2.
This is a sharp critique of the romanticization of resilience: by praising them, the pesantren shifts responsibility from a failing system onto the shoulders of powerless children who cannot change it.
While resilience theory states that individuals can adapt to difficult conditions, it also warns that sustained resilience requires environmental support (Masten.
Monn, and Supkoff 2011.
Marazziti et al.
Rutter 2.
Aisomething clearly absent at Pesantren Musthafawiyah.
A critical question must be posed, especially to pesantren administrators: Are you willing to watch santriwati fight alone in suffocating spaces and call it success? Data shows that some have begun withdrawing from extracurricular activities like muhadharah or Quranic study groups, citing Auno energy leftAy (Santriwati.
Interview.
Oct This is not laziness but a warning signal that their resilience has reached its peak.
Data also indicates that only 30% of students at Musthafawiyah persist until completing the final year .
hird year of Aliya.
, with most dropping out after finishing the Tsanawiyah level .
hird yea.
If pesantren wish to remain beacons of Islamic education, they must stop relying on the fragile spirit of santriwati and start building a solid POTENSIA: Jurnal Kependidikan Islam.
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Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces foundationAiadequate space, proper facilities, and a system that doesnAot force them to run just to stay in place.
Santriwati are not machines to be endlessly squeezed.
they are hopes deserving a stage, not shadows in the corner of a crowded classroom.
This study is not just a reportAiitAos a wake-up call, a harsh slap for all of us who remain silent while a generation of Muslim women is buried under burdens they should never have to Survival Strategy Independent study outside class Frequency of Use .
Group note-sharing 12 .
Standing at the edge of the classroom 10 .
Giving up .
bsent/passiv.
Observatio n Context Terraces or After class, in dorms During full From the 3rd week Fragility Indicator Duration of Effectiveness Fatigue, lack of sleep .
-5 hours/nigh.
1-2 weeks Decreased accuracy, conflicts among peers Back pain, loss of focus 2-3 weeks Withdrawal from extracurriculars, declining Ongoing 1 hour/day The table above captures the duality of resilience and fragility among santriwati at Pesantren Musthafawiyah, offering a sharp lens on their survival strategies and their limits in overcrowded classrooms.
AuIndependent study outside classAy .
demonstrates remarkable initiative, with santriwati utilizing terraces or stairs, but fragility emerges in fatigue and insufficient sleep .
-5 hours/nigh.
, effective only for 12 weeks before burnout occursAiconsistent with theories on chronic stress.
AuGroup note-sharingAy .
7%) reflects solidarity, but declining accuracy and peer conflicts limit its effectiveness to 2-3 weeks, confirming that collective resilience is fragile without systemic support, as explained by Lazarus and Folkman.
AuStanding at the edge of the classroomAy .
6%) is a heroic yet heartbreaking act, with back pain and loss of focus proving that physical resilience lasts only 1 hour per dayAia clear testament to human Most strikingly.
Augiving upAy .
1%) becomes a trend by the third week, with santriwati withdrawing from extracurriculars and grades declining, illustrating the peak of fragility predicted by Masten when environments fail to support adaptation.
This data is not just numbersAiitAos a scream on paper, showing that santriwati fight with creative resilience, but the system lets them fall.
Conclusion This research opens a window into the reality of overcrowded classrooms at Pesantren Musthafawiyah, where 60 santriwati per rombel struggle to pursue education in limited spaces.
The findings depict three intertwined narratives.
First, overcrowding creates a challenging environmentAihot, noisy, and crampedAimaking it hard for santriwati to breathe freely, let alone concentrate fully, rendering the classroom far from an ideal place for acquiring knowledge.
Second, amidst the chaos, their identities fade.
POTENSIA: Jurnal Kependidikan Islam.
Vol.
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JanuariAeJuni 2025 Suryadi Nasution.
Andri Muda Nst.
Zuhdi Hsb.
Ali Jusri Pohan: Overcrowded Classrooms in Pesantren Musthafawiyah: Exploring the Impact of High Student Density on Female Learners in Limited Spaces their voices drown, and they become shadows among many faces, especially in a culture that often demands women to remain silent.
Third, despite their extraordinary effortsAi studying in stolen moments, helping each other, or standing at the edge of the classroomAithis spirit proves fragile, eroded by exhaustion and waning motivation, leaving behind a trail of declining performance.
Overcrowding at Pesantren Musthafawiyah is not just a number but a shadow that dims the light of education.
This study is also an invitation to reflectAinot only for Pesantren Musthafawiyah but for anyone who cares about Islamic education.
Santriwati are gems worthy of shining, not mere numbers on a long list.
Their resilience inspires, but it also reminds us that they should not bear this burden alone.
This research proposes new stepsAimore spacious rooms, smaller classes, and attention to their specific needsAiso that knowledge ceases to be a heavy struggle and becomes a natural blessing.
In Islamic tradition, knowledge is a light that illuminates the heart, and santriwati deserve to bask in that light without the shadow of overcrowding.
These findings should serve as a stepping stone to move together, opening spaces for them toward a brighter and fairer
References