Kepemimpinan Khidmah Humanistik Berbasis Nguwongno Wong: Model Baru Pembentukan Loyalitas Santri di Pesantren (Studi Kasus Di Pondok Pesantren Nurul Haromain Pujon)
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Abstract
ABSTRAK
Penelitian ini menganalisis Kepemimpinan Khidmah Humanistik Berbasis Nguwongno Wong (KKB–NW) dalam membentuk loyalitas santri di Pesantren Nurul Haromain, Pujon, Malang. Latar bermula dari pergeseran khidmah menjadi rutinitas administratif yang mengikis dimensi spiritual dan relasional pesantren. Dengan desain studi kasus kualitatif, data dikumpulkan lewat observasi partisipan, wawancara mendalam, dan dokumentasi; analisis memakai model interaktif Miles dan Huberman; validitas dijamin melalui triangulasi dan diskusi sejawat. Temuan menunjukkan tiga dimensi kepemimpinan: spiritualitas (khidmah sebagai ibadah), humanisme (praktik nguwongno wong dan penghormatan martabat), dan transformasi nilai (mengubah aktivitas menjadi pengalaman pendidikan bermakna). Loyalitas santri muncul dari internalisasi nilai, kepemimpinan teladan, pengalaman spiritual, dan keterikatan emosional, bukan kontrol organisasi. Artikel ini mengusulkan Teori KKB–NW yang mengintegrasikan ubudiyah, takrim al‑insan, dan taghyir sebagai kerangka untuk mengembangkan loyalitas berbasis nilai di lingkungan pesantren. Temuan relevan bagi pengembangan kepemimpinan religius yang mempertahankan dimensi spiritual dan relasional dalam praktik pendidikan pesantren.
ABSTRACT
This research analyzes Humanistic Khidmah Leadership Based on Nguwongno Wong (KKB–NW) in forming student loyalty at the Nurul Haromain Islamic Boarding School, Pujon, Malang. The setting begins with a shift from khidmah to administrative routine that erodes the spiritual and relational dimensions of Islamic boarding schools. With a qualitative case study design, data is collected through participant observation, in-depth interviews, and documentation; analysis using Miles and Huberman's interactive model; validity was assured through triangulation and peer discussion. Findings indicate three dimensions of leadership: spirituality (service as worship), humanism (nguwongno wong practices and respect for dignity), and value transformation (turning activities into meaningful educational experiences). Santri loyalty arises from internalization of values, exemplary leadership, spiritual experiences, and emotional attachment, not organizational control. This article proposes the KKB–NW Theory which integrates ubudiyah, takrim al‑insan, and taghyir as a framework for developing value-based loyalty in the Islamic boarding school environment. The findings are relevant for the development of religious leadership that maintains spiritual and relational dimensions in Islamic boarding school educational practices.
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