SINTA

0.0

Impact

Google Scholar

14

H-Index

Journal of Engineering and Vocational Education

an Open Access Journal

The Role of WhatsApp Interaction in Internalizing Birrul Walidain Values in Students: A Qualitative Approach at Al-Amin Islamic Boarding School, Pabuwaran

Robby Aditya Putra
Institut Agama Islam Negeri Curup ROR
Indonesia
robbyadityaputra@gmail.com
Seli Anggraini
Institut Agama Islam Negeri Curup ROR
Indonesia
Share

  • Purpose of the study: This study aims to analyze the role of WhatsApp interaction in the process of internalizing birrul walidain values among santri at Al-Amin Islamic Boarding School Pabuwaran, particularly in conditions of limited face-to-face communication with parents.

    Methodology: This study uses a descriptive qualitative approach. Data were collected through observation, semi-structured interviews, and documentation. Informants were selected purposively, consisting of female santri and parents. Data sources include primary and secondary data. Data analysis techniques involve data reduction, data display, and conclusion drawing with triangulation for validity.

    Main Findings: The findings show that WhatsApp interaction significantly supports the internalization of birrul walidain values through routine and open communication. The effects include cognitive (understanding parental advice), affective (emotional closeness and empathy), and conative (obedience and respectful behavior). Digital communication also enables the implementation of religious values despite physical distance.

    Novelty/Originality of this study: This study integrates digital communication and Islamic values by examining WhatsApp as a medium for internalizing birrul walidain among santri. It offers a contextual perspective within Islamic boarding schools and highlights how religious character formation can occur through digital interaction, contributing to the development of Islamic communication studies in the digital era.

  • How to cite

    Putra, R. A., & Anggraini, S. (2026). The Role of WhatsApp Interaction in Internalizing Birrul Walidain Values in Students: A Qualitative Approach at Al-Amin Islamic Boarding School, Pabuwaran. Journal of Engineering and Vocational Education, 1(1), 45-50. https://doi.org/10.37251/joeave.v1i1.3154

    More Citation Formats

  • 65
    Abstract views
    37
    Downloads

    Metrics — Badges

    1. [1] M. N. Ihsan et al., “Islamic boarding school culture climate in forming the religious attitude of islamic students in modern and agrobusiness,” Nazhruna J. Pendidik. Islam, vol. 4, no. 2, pp. 362–382, 2021, doi: 10.31538/nzh.v4i2.1492. DOI: https://doi.org/10.31538/nzh.v4i2.1492
    2. [2] W. Fitriyah, A. H. Wahid, and C. Muali, “Eksistensi pesantren dalam pembentukan kepribadian santri (The existence of Islamic boarding schools in the formation of the personality of students),” Palapa J. Stud. Keislam. dan Ilmu Pendidik., vol. 6, no. 2, pp. 155–173, 2018. DOI: https://doi.org/10.36088/palapa.v6i2.73
    3. [3] A. Azhar and M. Gresik, “A systematic literature review of islamic boarding school (pesantren) education in Indonesia (2014-2024),” Tribakti J. Pemikir. Islam, vol. 35, pp. 161–180, 2024, doi: 10.33367/tribakti.v35i2.5330. DOI: https://doi.org/10.33367/tribakti.v35i2.5330
    4. [4] R. Jannah, “Utilization of whatsapp business in marketing strategy to increase the number of sales through direct interaction with customers,” J. Syntax IDEA, vol. 5, no. 4, pp. 488–495, 2023. DOI: https://doi.org/10.46799/syntax-idea.v5i4.2192
    5. [5] S. Studies, “Increasing social class through islamic boarding schools in Indonesia,” J. Soc. Stud. Educ. Res., vol. 12, no. 2, pp. 305–329, 2021.
    6. [6] P. Latzlawick, “Model komunikasi kyai dengan santri di pesantren (Communication model between kyai and students in Islamic boarding schools),” J. Komun. ASPIKOM, vol. 2, no. 6, pp. 385–395, 2016, doi: 10.24329/aspikom.v2i6.89. DOI: https://doi.org/10.24329/aspikom.v2i6.89
    7. [7] I. Halomoan, I. Moeis, and A. Yakubu, “An overview of the strength of implementing democratic values in an islamic boarding school atmosphere,” Nazhruna J. Pendidik. Islam, vol. 6, no. 2, pp. 190–206, 2023, doi: 10.31538/nzh.v6i2.2865. DOI: https://doi.org/10.31538/nzh.v6i2.2865
    8. [8] P. M. Psikologi, S. Pascasarjana, and U. M. Surakarta, “Kepatuhan santri terhadap aturan di pondok pesantren modern (Compliance of students with rules in modern Islamic boarding schools),” pp. 1–23, 2015.
    9. [9] G. Islamic, M. Ishaq, and U. Dayati, “Character education through philosophical values in traditional islamic boarding schools,” Kasetsart J. Soc. Sci., vol. 45, pp. 31–42, 2024, doi: 10.34044/j.kjss.2024.45.1.04. DOI: https://doi.org/10.34044/j.kjss.2024.45.1.04
    10. [10] N. Annamalai, N. R. Alsalhi, M. E. Eltahir, B. M. Zakarneh, K. Yunus, and S. H. Zyoud, “A qualitative investigation of whatsapp interaction for english language grammar learning,” Sage Journals, pp. 1–17, 2025, doi: 10.1177/21582440251315528. DOI: https://doi.org/10.1177/21582440251315528
    11. [11] K. M. H. Pasi and R. M. Harahap, “Education system of modern islamic boarding school in the postmodern era,” Nazhruna J. Pendidik. Islam, vol. 3, no. 3, pp. 311–323, 2020, doi: doi.org/10.31538/nzh.v3i3.805. DOI: https://doi.org/10.31538/nzh.v3i3.805
    12. [12] D. Vogiatzis, K. Charitonos, K. Giaxoglou, and T. Lewis, “Can whatsapp facilitate interaction? A case study of adult language learning,” Open World Learn., pp. 44–62, 2020, doi: 10.4324/9781003177098-5. DOI: https://doi.org/10.4324/9781003177098-5
    13. [13] M. Thahir, “The role and function of islamic boarding school : An indonesian context,” Int. J. Hist. Stud., vol. 5, no. 2, pp. 197–208, 2014, doi: 10.2121/tawarikh.v5i2.574.
    14. [14] E. Defilippis, M. Singell, J. T. Polzer, and R. Sadun, “The impact of covid-19 on digital communication patterns,” Humanit. Soc. Sci. Commun., vol. 9, no. 180, pp. 1–11, 2022, doi: 10.1057/s41599-022-01190-9. DOI: https://doi.org/10.1057/s41599-022-01190-9
    15. [15] J. P. Islam and M. Vol, “The traditionalism of the islamic boarding school education system in the era of modernization,” Scaffolding J. Pendidik. Islam dan Multikulturalisme, vol. 4, no. 1, pp. 386–396, 2022, doi: 10.37680/scaffolding.v4i1.1367. DOI: https://doi.org/10.37680/scaffolding.v4i1.1367
    16. [16] C. Strauss, M. Dominic, and H. Torsten, Analyzing digital communication : a comprehensive literature review, vol. 75, no. 4. Springer International Publishing, 2025. doi: 10.1007/s11301-024-00455-8. DOI: https://doi.org/10.1007/s11301-024-00455-8
    17. [17] B. Z. Achmadin, M. Asrori, and A. Barizi, “Deconstructing the kiai and santri relationship: A critical review of power and cultural dynamics,” El Harakah J. Budaya Islam, vol. 26, no. 2, pp. 367–392, 2024, doi: 10.18860/eh.v26i2.29573. DOI: https://doi.org/10.18860/eh.v26i2.29573
    18. [18] Z. Arifin, “Budaya pesantren dalam membangun karakter santri (Islamic boarding school culture in building the character of students),” Al Qodiri J. Pendidikan, Sos. dan Keagamaan, vol. 6, no. 1, 2014.
    19. [19] N. A. Gumilang Ria, “Peran pondok pesantren dalam pembentukan karakter santri (The role of Islamic boarding schools in the formation of the character of students),” J. COMM-EDU, vol. 1, no. 3, pp. 42–53, 2018. DOI: https://doi.org/10.22460/comm-edu.v1i3.2113
    20. [20] I. A. Gufron, “Santri dan nasionalisme (Santri and nationalism),” Islam. Insights J., vol. 1, no. 01, pp. 41–45, 2019. DOI: https://doi.org/10.21776/ub.iij.2019.001.01.4
    21. [21] M. K. Simon and M. Alouini, Digital communication over fading channels. John Wiley & Sons, 2000.
    22. [22] I. Saputra and D. Prayoga, “Birrul Walidain Menurut Perspektif Hadis,” vol. 9, no. 2, pp. 105–115, 2023. DOI: https://doi.org/10.35719/amn.v9i2.33
    23. [23] O. Hakobyan and H. Drimalla, “Computers in Human Behavior Know thyself through data : Improving WhatsApp interaction awareness with data-driven visualizations,” Comput. Human Behav., vol. 177, no. June 2025, p. 108867, 2026, doi: 10.1016/j.chb.2025.108867. DOI: https://doi.org/10.1016/j.chb.2025.108867
    24. [24] N. Ariani, “University students perception on the verbal interaction in whatsapp chat group,” AL-TA’LIM J., vol. 27, no. 3, pp. 250–257, 2020, doi: 10.15548/jt.v27i3.633. DOI: https://doi.org/10.15548/jt.v27i3.633
    25. [25] I. M. Aburezeq and F. F. Ishtaiwa, “The impact of whatsapp on interaction in an Arabic,” Int. J. Arts Sci., vol. 6, no. 3, pp. 165–180, 2013.
    26. [26] A. Sherine, A. V. S. Seshagiri, and M. M. Sastry, “Impact of whatsapp interaction on improving l2 speaking skills,” nternational J. Emerg. Technol. Learn., vol. 15, no. 3, pp. 250–259, 2020, doi: 10.3991/ijet.v15i03.11534 Akkara. DOI: https://doi.org/10.3991/ijet.v15i03.11534