PERAN ISDAM DALAM PENANAMAN KEDISIPLINAN SANTRI MELALUI SISTEM KOLEKTIF-INTEGRAL

Abstrak

Penelitian ini dilatarbelakangi oleh struktur organisasi Ikatan Santri Darul Muslimin (ISDAM) di Pondok Pesantren Darul Muslimin Muhammadiyah Pare yang menerapkan sistem kedisiplinan tanpa divisi keamanan (Kamtib) khusus untuk meminimalkan budaya senioritas dan feodalisme. Penelitian ini bertujuan mendeskripsikan peran ISDAM dalam menanamkan kedisiplinan santri serta faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Informan dipilih secara purposive dan data dianalisis menggunakan model Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa ISDAM menanamkan kedisiplinan melalui skema koordinasi Collective-Integral, yaitu pengendalian disiplin yang terintegrasi pada setiap divisi sesuai bidang tugasnya, meliputi ibadah, bahasa, fasilitas, serta kesehatan dan konsumsi. Penanaman disiplin dilakukan melalui keteladanan pengurus dan sanksi edukatif berbasis konsekuensi logis untuk membangun kesadaran internal santri (tahżīb an-nafs). Faktor pendukung meliputi fleksibilitas organisasi dan keteladanan pengurus, sedangkan faktor penghambat meliputi keterbatasan fasilitas, luasnya cakupan penegakan bahasa, dan kesenjangan kompetensi teknis sebagian pengurus. Penelitian ini menunjukkan bahwa kedisiplinan santri dapat ditanamkan melalui mekanisme organisasi yang kolektif dan terintegrasi tanpa bergantung pada divisi keamanan khusus.

This research is motivated by the organizational structure of the Ikatan Santri Darul Muslimin (ISDAM) at Darul Muslimin Muhammadiyah Islamic Boarding School Pare, which implements a disciplinary  system without a specialized security division (Kamtib) to minimize seniority and feudalism among students. This study aims to describe the role of ISDAM in instilling student discipline and identify its supporting and inhibiting factors. The study employed a descriptive qualitative approach using interviews, observation, and documentation. Informants were selected purposively, and data were analyzed using the Miles, Huberman, and Saldaña model. The findings show that ISDAM instills discipline through a Collective-Integral coordination scheme, in which disciplinary control is integrated into each division according to its respective responsibilities, including worship, language, facilities, and health and consumption. Discipline is developed through exemplary behavior and educational sanctions based on logical consequences to foster students’ internal awareness (tahżīb an-nafs). Supporting factors include organizational flexibility and exemplary behavior among board members, while inhibiting factors include limited facilities, the broad scope of language enforcement, and technical competency gaps among some board members. This study demonstrates that student discipline can be cultivated through a collective and integrated organizational mechanism without relying on a specialized security division