Islamic Values-Based Scout Extracurricular Activities and the Development of Students’ Self-Control Ability
Abstract
This study examines how Islamic values-based scout extracurricular activities contribute to the development of students’ self-control ability at Senior High School 1 Purworejo, Central Java, Indonesia. The study is based on a qualitative field approach involving two scout advisor teachers and fifteen students who actively participated in scout activities. Data were collected through in-depth interviews and observation, then analyzed thematically through data reduction, coding, categorization, and interpretive theme development. The findings show that scout activities function as an experiential space for internalizing Islamic values such as discipline, honesty, responsibility, patience, cooperation, respect, and brotherhood. These values are not only taught verbally, but are practiced through routines, group assignments, ceremonies, mentoring, leadership exercises, and reflective guidance. The study also reveals that students’ self-control develops gradually through repeated experiences of obeying rules, managing time, regulating emotions, completing responsibilities, respecting group decisions, and cooperating with peers. Self-control in this context is not merely a psychological ability, but also a moral and spiritual disposition rooted in Islamic character formation. The study implies that Islamic education should give greater attention to extracurricular activities as practical arenas for strengthening students’ character and self-regulation.
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References
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Huang, B., & Hew, K. F. (2015). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 275–280. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030095903&partnerID=40&md5=65f5a83223c2283c0469065c9758ceb5
Huda, N., Widodo, B. S., & Aseri, M. (2024). Strategies for Strengthening Character Education in Islamic Boarding Schools Through Extracurricular Activities. Munaddhomah, 5(3), 354–366. https://doi.org/10.31538/munaddhomah.v5i3.1397
Ichsan, I., Santosa, S., Aulia, M. G., Rifai, I., & Munajat, N. (2025). Analysis of the Effect of Self-Regulation and Adversity Quotient on Resilience and Its Implications on the Psychological Well-Being of Islamic Religious Education Teachers. Nazhruna: Jurnal Pendidikan Islam, 8(3), 607–626. https://doi.org/10.31538/nzh.v8i3.274
Ikhwan, A., Anjelita, R., Kartiko, A., Zukhrufin, F. K., & Ikhwan, A. N. (2025). Strengthening Student Character Through Tapak Suci Extracurricular Activities. Kharisma, 4(1), 73–85. https://doi.org/10.59373/kharisma.v4i1.70
Jannah, I. N., & Usriyah, L. (2023). Cultural Transformation in Religious Activities Based on Ahlussunnah Wal Jama’ah Values in Islamic Boarding Schools. Nazhruna: Jurnal Pendidikan Islam, 6(2), 306–320. https://doi.org/10.31538/nzh.v6i2.3404
Kerasha, K., Balkaya-Ince, M., & Schnitker, S. A. (2024). Many facets of religiosity and regulatory virtues: Exploring the links between multiple dimensions of religiosity with self-control and patience among Muslim-American adolescents. Social Sciences and Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101117
Khalid, M. (2017). Framework for inculcating Islamic values through problem solving in mathematics and lesson study approach. Al-Shajarah, Special Issue, 197–218. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039903341&partnerID=40&md5=ac94e9a8acd2d7ac99afdbe84de3b533
Khan, Z. H., Watson, P. J., & Cothran, D. L. (2008). Self-control in Pakistani Muslims: Relationships with religious orientation, depression and anxiety. Journal of Beliefs and Values, 29(2), 213–216. https://doi.org/10.1080/13617670802289734
Kim, J., & Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health, 18(7). https://doi.org/10.3390/ijerph18073550
Ladamay, O. M. M. A., Mahfud, C., & Sejati, Y. G. (2020). The utilization of gadget in maintaining prophetical values in millennial generation. International Journal of Psychosocial Rehabilitation, 24(4), 5602–5615. https://doi.org/10.37200/IJPR/V24I4/PR201655
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Libdah, F. N. M., & Yusof, M. B. (2024). Islamic Religiosity audits Relation to the locus of Control: A Quranic Perspective among Middle and High School Students at the Saudi School in Malaysia. Quranica, 16(2 Special Issue 12), 521–545. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217010192&partnerID=40&md5=f8b6803463ed5bd1fb136c29e9ce52b7
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Published
2026-05-03
How to Cite
NURHIDAYANI, Nina; AISYAH, Nurul Fitri; MELANI, Sri Dewi.
Islamic Values-Based Scout Extracurricular Activities and the Development of Students’ Self-Control Ability.
Jurnal Penelitian Pendidikan Islam, [S.l.], v. 13, n. 2, p. 177-189, may 2026.
ISSN 2621-8275.
Available at: <https://riset-iaid.net/index.php/jppi/article/view/2073>. Date accessed: 08 may 2026.
doi: https://doi.org/10.36667/jppi.v13i2.2073.
Section
Articles
