Internalising the Values of Patience and Gratitude through the Practice of Istighosah in Developing Students’ Academic Resilience at MTsN 1 Pamekasan

Abstract

Academic pressure has increasingly become a concern in adolescent education because students are required to persist in learning while responding to academic demands and emotional challenges. This study aims to describe the process of internalizing the values of patience and gratitude through istighosah practices and to examine how these values are reflected in students' academic resilience at MTsN 1 Pamekasan. Employing a qualitative case study approach, data were collected through non-participatory observation, semi-structured interviews with the school principal, an Akidah Akhlak teacher, a homeroom teacher, and students, as well as documentation. The findings indicate that istighosah functions as part of the school's religious habituation and is conducted on Jumat Legi/Manis, following the Javanese pasaran calendar, which recurs approximately every five weeks rather than on a fixed weekly or monthly schedule. Activities include Dhuha prayer, Qur'anic recitation, Yasin, tahlil, and collective supplication. The internalization of patience is reflected in students' persistence in completing academic tasks even when they experience complaints or pressure. Gratitude is expressed verbally, particularly through expressions such as “Alhamdulillah” after receiving good academic results, and is reinforced through peer interaction. The findings also show that the influence of istighosah should not be understood as a single direct cause of academic resilience. Rather, patience and gratitude appear to operate together with Akidah Akhlak instruction, peer support, teacher guidance, and the broader school environment. Thus, istighosah can be understood as one medium through which religious values are habituated and reflected in students' efforts to persist in academic activities.