Abstract
This study aims to describe the implementation of self-regulated learning (SRL) strategies in developing santri’s learning independence at Pondok Pesantren Modern Nurul Ikhlas and to identify the supporting and inhibiting factors. This study employed a descriptive qualitative approach with a field-research design. It was conducted from December 2025 to January 2026 with 6 informants selected through purposive sampling, namely 4 female santri, 1 head of the dormitory student board, and 1 room supervisor. Data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. Data validity was strengthened through source triangulation, technique triangulation, and member checking. The findings show that SRL developed through three main aspects. The metacognitive aspect included learning planning using to-do lists, learning monitoring through collaboration among santri, room supervisors, and the school, as well as self-evaluation after assignments and examinations. The motivational aspect included self-efficacy, short-term and long-term goal setting, and emotion regulation. The behavioral aspect was reflected in time management, learning-environment selection, and gradual help-seeking. Supporting factors included structured pesantren schedules, room-supervisor assistance, dormitory–school collaboration, intrinsic motivation, and inspiration from alumni. Inhibiting factors included differences in santri’s readiness, variations in self-confidence, dense schedules, procrastination, and emotional responses. The implication is that school–dormitory collaboration and structured mentoring need to be strengthened to develop santri’s learning independence.