Adaptive Value-Oriented Order: Institutionalizing Student Discipline in Islamic Higher Education

Mustafa Mustafa

doi:10.62159/ghaitsa.v7i3.2733

Mustafa Mustafa Universitas Islam Negeri Ar-Raniry

DOI: https://doi.org/10.62159/ghaitsa.v7i3.2733

Keywords: Adaptive Value-Based Order; Disciplinary Order; Islamic Higher Education; Sociological Approach; Student Discipline

Abstract

This study examines how disciplinary order is shaped among Islamic Religious Education (PAI) students at STIT Al-Hilal Sigli through the interaction of institutional structures, student agency, social regulation, and Islamic values. Using a qualitative case study design, the study focuses on six indicators: attendance consistency, administrative regularity, schedule adherence, organizational activities, punctuality, and procedural habits. The case was bounded by the PAI study program and the January–May 2026 period. Data were collected through observation, semi-structured interviews, and institutional documents and analyzed using an interactive qualitative analysis process supported by triangulation. The findings show that disciplinary order is neither fully autonomous nor merely rule-driven. Institutional schedules, administrative systems, and procedures provide structural support, while student agency, peer regulation, and repeated practices contribute to the gradual formation of disciplinary habits. Islamic values, particularly istiqamah, reinforce the moral internalization of discipline beyond direct supervision. The study proposes adaptive value-based order as a provisional, context-grounded analytical concept describing disciplinary order produced through the interaction of institutional structure, student agency and social regulation, and Islamic value internalization. This framework contributes to understanding discipline as a socially reproduced and value-oriented process in Islamic higher education.

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