TOWARD AN ISLAMIC VALUES-BASED STUDENT DEVELOPMENT MODEL: MANAGING GAMING CULTURE AND ACADEMIC RESPONSIBILITY IN UNIVERSITY BOARDING COMMUNITIES
DOI:
https://doi.org/10.70412/itr.v5i1.413Keywords:
budaya gaming, tanggung jawab akademik, nilai-nilai Islam, regulasi diri, digital wellbeing, student developmentAbstract
Penelitian ini bertujuan untuk menganalisis bagaimana mahasiswa yang tinggal di komunitas kos mengelola budaya gaming, tanggung jawab akademik, dan nilai-nilai Islam dalam kehidupan sehari-hari, serta mengembangkan model konseptual pengembangan mahasiswa berbasis nilai Islam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus multipel pada komunitas Kos Makmur Jaya Jember. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi terhadap tiga mahasiswa tingkat akhir yang aktif bermain game daring dan sedang menyelesaikan tugas akhir. Analisis data dilakukan melalui proses reduksi data, penyajian data, penarikan kesimpulan, dan analisis lintas kasus. Hasil penelitian menunjukkan bahwa budaya gaming tidak selalu berdampak negatif terhadap perkembangan mahasiswa. Gaming berfungsi sebagai sarana rekreasi, pelepasan stres, dan interaksi sosial, namun pengaruhnya terhadap akademik sangat ditentukan oleh kemampuan regulasi diri mahasiswa. Temuan juga menunjukkan bahwa nilai-nilai Islam, khususnya amanah, tanggung jawab, disiplin, tawazun, dan ihsan, berperan sebagai sumber daya moral dan psikologis yang membantu mahasiswa mengelola penggunaan teknologi secara lebih bijaksana. Analisis lintas kasus mengidentifikasi tiga pola adaptasi mahasiswa, yaitu adaptasi terintegrasi, adaptasi fluktuatif, dan adaptasi seimbang. Berdasarkan sintesis temuan empiris dan teori perkembangan mahasiswa, penelitian ini mengembangkan Islamic Values-Based Student Development Model (IVSDM) yang terdiri atas empat komponen utama: internalisasi nilai Islam, regulasi diri akademik, digital wellbeing, dan dukungan komunitas kos. Model ini menjelaskan bahwa perkembangan mahasiswa yang holistik terbentuk melalui interaksi antara nilai spiritual, kemampuan pengelolaan diri, penggunaan teknologi yang sehat, dan lingkungan sosial yang mendukung. Kebaruan penelitian ini terletak pada pengembangan model pengembangan mahasiswa berbasis nilai Islam yang mengintegrasikan perspektif student development, values-based education, self-regulated learning, dan digital wellbeing dalam konteks komunitas kos mahasiswa. Temuan ini memberikan kontribusi teoretis bagi pengembangan manajemen pendidikan Islam serta implikasi praktis bagi pembinaan mahasiswa di era digital.
References
Acharyya, M., & Singh, P. (2025). Integrating human values in management education: Perspectives and expectations. In Integrating mindfulness in education: An approach for holistic development (pp. 89–106). Apple Academic Press. https://doi.org/10.1201/9781003594055_6
Asosiasi Penyelenggara Jasa Internet Indonesia. (2023). Laporan survei pengguna internet Indonesia 2023. APJII.
Aziz, A. N., Madjid, A., Khilmiyah, A., Partino, R., & Azhar, M. (2026). Managing academic stress in Islamic boarding schools: Toward a value-based framework rooted in Panca Jiwa Pondok. Multidisciplinary Reviews, 9(7), e2026360. https://doi.org/10.31893/multirev.2026360
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Duarte, A., & Dias, P. (2023). Digital wellbeing in the workplace environment: Definition, dimensions, strategies, and best practices. In Perspectives on workplace communication and well-being in hybrid work environments (pp. 1–15). IGI Global. https://doi.org/10.4018/978-1-6684-7353-5.ch001
Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. Academy of Management Journal, 50(1), 25–32. https://doi.org/10.5465/AMJ.2007.24160888
Fadlilah, F., Chaniago, F., Farwati, S., Fitriani, S., & Takriyanti, R. (2026). Strategic Islamic value-based conflict management in pesantren: A model for strengthening dormitory culture and multicultural character. Munaddhomah, 7(2), 354–370. https://doi.org/10.31538/munaddhomah.v7i2.2589
Firmansyah, F., Minan, M. A., Adriansyah, N. Z., Almas, A. F., Riyadi, I., & Prabowo, T. T. (2025). Construction of Islamic education based on Islamic boarding schools: A case study at Al-Manar Muhammadiyah Modern Islamic Boarding School in South Sumatra. Jurnal Pendidikan Agama Islam, 22(1), 195–214. https://doi.org/10.14421/jpai.v22i1.11044
Franco, V. G., Castillo, M. A. S., Castro, S. B. E., Hernández, L. F. B., & Estrada, D. Y. R. (2025). University students’ perception of their academic self-regulation process. Andamios, 22(58), 359–382. https://doi.org/10.29092/uacm.v22i58.1195
Greene, J. A. (2017). Self-regulation in education. Routledge. https://doi.org/10.4324/9781315537450
Hamari, J., & Keronen, L. (2022). Why do people play games? A meta-analysis. International Journal of Information Management, 55, 102151. https://doi.org/10.1016/j.ijinfomgt.2022.102151
Hawkes, N. (2023). Values-based education: A transferable ethical education. In Springer international handbooks of education (pp. 397–411). Springer. https://doi.org/10.1007/978-3-031-24420-9_21
Hidayat, R., & Nurhayati, S. (2023). Religiusitas Islam sebagai moderator antara intensitas gaming dan prokrastinasi akademik mahasiswa. Jurnal Psikologi Islam dan Budaya, 6(1), 45–62.
Iqbal, M., Farhan, M., & Zulkarnain, A. (2023). Moderate gaming and cognitive skills: A study on undergraduate students in Indonesia. Heliyon, 9(4), e14872. https://doi.org/10.1016/j.heliyon.2023.e14872
Junaštíková, J. (2024). Self-regulation of learning in the context of modern technology: A review of empirical studies. Interactive Technology and Smart Education, 21(2), 270–291. https://doi.org/10.1108/ITSE-02-2023-0030
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Liu, W., & Lin, X. (2024). The theory of international student development. Intercultural Education, 35(2), 208–223. https://doi.org/10.1080/14675986.2024.2314395
Mariyono, D. (2025). Forming multicultural entrepreneurs attitudes (MEA): Insights from Islamic boarding school. The Bottom Line. Advance online publication. https://doi.org/10.1108/BL-03-2024-0030
McNeely, I. F. (2024). Student development theory and the transformation of student affairs in the 1970s. History of Education Quarterly, 64(1), 66–87. https://doi.org/10.1017/heq.2023.39
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mispani, M., Setiawan, A., Choirudin, C., Maba, A. P., Darmayanti, R., Karim, S., & Subandi. (2025). Transformational management of Islamic higher education: A case study of a Nahdlatul Ulama-affiliated university in enhancing academic quality and global competitiveness. Nazhruna: Jurnal Pendidikan Islam, 9(1), 280–295. https://doi.org/10.31538/nzh.v9i1.294
Muhaimin. (2023). Paradigma pendidikan Islam: Upaya mengefektifkan pendidikan agama Islam di sekolah (Edisi revisi). Remaja Rosdakarya.
Newzoo. (2024). Global games market report 2024. Newzoo BV.
Noor, H., Murdan, M., Muhdi, M., Susilawati, E., Kartika, G. N. M. R., & Suraijiah. (2026). Beyond ritual practice: Moral value internalization through dawn halaqah in Islamic boarding schools. Nazhruna: Jurnal Pendidikan Islam, 9(1), 93–108. https://doi.org/10.31538/NZH.V9I1.262
Palalas, A., & Doran, M. (2023). Digital wellness framework for online learning. Canadian Journal of Learning and Technology, 49(3). https://doi.org/10.21432/cjlt28581
Parveen, A., Jan, S., Rasool, I., Waseem, R., & Bhat, R. A. (2023). Self-regulated learning. In Handbook of research on redesigning teaching, learning, and assessment in the digital era (pp. 388–414). IGI Global. https://doi.org/10.4018/978-1-6684-8292-6.ch020
Ramadhani, F., & Kusuma, A. P. (2022). Intensitas bermain game online dan prokrastinasi akademik pada mahasiswa semester akhir perguruan tinggi di Jawa Timur. Jurnal Penelitian Psikologi, 13(2), 112–127.
Santoso, B., & Wijaya, R. (2022). Pola kehidupan mahasiswa kos dan pengaruhnya terhadap prestasi akademik: Studi di perguruan tinggi Jawa Timur. Jurnal Pendidikan dan Kebudayaan, 7(1), 23–41.
Syauqi, M. L., Ghozali, M. Y., Khairah, R., Nurzen, K., Muksin, A., Romdhon, M. R., Prasetiawan, A. Y., Rezi, M., Sayska, D. S., & Muftadin, D. (2025). Embedding Islamic values in higher education: Trends, practices, and future research agenda. Research Journal in Advanced Humanities, 6(4). https://doi.org/10.58256/sfz8ag27
Weber, P. M., Kammerl, R., & Schiefner-Rohs, M. (2025). What does digital well-being mean for school development? A theoretical review with perspectives on digital inequality. Education Sciences, 15(8), 948. https://doi.org/10.3390/educsci15080948
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zhao, Y., Zhao, G., Wang, Z., & Zhou, R. (2021). Problematic gaming and academic performance: A meta-analysis. Educational Psychology Review, 33(4), 1749–1778. https://doi.org/10.1007/s10648-021-09591-6
