HABITUASI MILIU BELAJAR PADA MASA UJIAN DI PONDOK MODERN DARUSSALAM GONTOR

This study aims to explore the implementation of learning milieu habituation during examination periods and to analyze its implications for students’ learning outcomes at Pondok Modern Darussalam Gontor. The research employs a qualitative approach with a case study design. The research subjects include the Director of Kulliyyatu-l-Mu’allimin Al-Islamiyyah, the vice director, teachers, homeroom teachers, and students. Data were collected through participatory observation, in-depth interviews, and documentation. Data analysis followed the model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing, while data validity was ensured through source triangulation.
The results indicate that the habituation of the learning milieu during examination periods at Pondok Modern Darussalam Gontor is implemented in a planned, systematic, and continuous manner through the organization of the physical environment, socio-educational guidance, and intensive mentoring by homeroom teachers within the framework of a 24-hour curriculum. These practices foster a conducive learning atmosphere and enhance students’ discipline, motivation, and self-regulation in facing examinations. The implications of learning milieu habituation are reflected in improved academic readiness, psychological resilience, and students’ learning evaluation outcomes. These findings affirm that habituation-based management of the learning milieu can serve as an effective strategy for improving the quality of learning, particularly in the context of Islamic boarding school education.