Student Teams Achievement Divisions (STAD) as a Cooperative Learning Strategy for Enhancing Narrative Writing Skills in Elementary Education

Abstract

Character formation in Islamic boarding schools requires educational practices that address students' academic, emotional, and social needs. This study investigated the internalization of humanistic values through Arabic language learning and its implications for students' social character at MTs Wali Songo Putri Ngabar, Ponorogo. A qualitative single-case study was conducted using classroom observations, semi-structured interviews with 20 informants, and document analysis. Data were analyzed through condensation, thematic display, conclusion drawing, and verification, with trustworthiness ensured through triangulation. The findings revealed that humanistic values were internalized through physical comfort, psychological safety, social belonging, recognition, and self-actualization. Teachers facilitated this process by adapting instructional strategies, encouraging participation, providing constructive feedback, promoting collaboration, and appreciating students' efforts. These practices fostered independence, responsibility, honesty, discipline, cooperation, empathy, and self-confidence. Although supported by the pesantren environment, teachers, peers, and extracurricular activities, the process was challenged by adaptation difficulties, diverse backgrounds, unequal prior competence, negative peer influence, and limited facilities.