The Religious Identity Crisis of Santri Regarding the Practice of Pesantren Values in a Modern Environment

Abstract

This study examines how santri (Islamic boarding school students) negotiate the continuity of pesantren values when they move into a modern social environment shaped by heterogeneous peer relations, changing routines, and digital media. Rather than assuming that reduced religious routines necessarily indicate a weakened religious identity, the study investigates variations in identity tension, the factors that shape religious practice, and the adaptive strategies used to maintain religious commitment. A qualitative phenomenological design was employed in RT 11/RW 03, Muneng Village, Sumberasih District, Probolinggo Regency. Three main santri informants were selected purposively and recruitment was expanded through snowball sampling to supporting informants; data were collected through semi-structured interviews, moderate participant observation, and documentation. Analysis followed the Miles and Huberman interactive model of data reduction, data display, and conclusion drawing/verification, with source and method triangulation used to strengthen credibility. The findings show heterogeneous experiences: one informant reported no significant identity crisis, while the others described uncertainty or initial value conflict. Across cases, reduced consistency in some religious routines did not amount to rejection of pesantren values. Social media functioned ambivalently as both a source of religious learning and a site of competing religious authorities, while family support, internalized values, and supportive social environments helped sustain religious commitment. The study interprets these experiences as negotiated religious continuity: pesantren identity is retained but continuously recontextualized through interaction with changing social fields and digital religious discourse. The findings support values-based, inclusive, and critically digitally literate Islamic education and contribute to the educational aims of Sustainable Development Goal 4 (Quality Education).