IES-Based Parenting Module Development for Strengthening Student Character in Boarding Schools

Abstract

Purpose: This study aimed to describe the level of need for, determine the design of, and analyze the validity, practicality, and effectiveness of an Intellectual, Emotional, and Spiritual Intelligence (IES) based parenting module for strengthening student character in a boarding school.

Methodology: The study used a Research and Development (R&D) design following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), with data gathered through documentation studies, literature review, questionnaires, and interviews with boarding teachers and students at Insan Cendekia Madani Serpong Senior High School.

Results: The module was developed based on the documented needs of boarding teachers and students and includes key components of the learning model and student care. Expert validation yielded a very good average score of 4.55. Practicality scores were 4.33 (usefulness), 4.24 (ease of use), and 4.29 (evaluation relevance). Effectiveness testing showed a significant improvement in student character scores from 85.82 to 86.82 (p=0.000), with a learning completion rate of 87.09%.

Conclusions: The IES-based parenting module is valid, practical, and effective for strengthening student character in a boarding school setting.

Limitations: The module was trialed with a single tenth-grade cohort at one boarding school, so the results should be read as evidence of feasibility rather than as a generalizable effect size.

Contributions: The study contributes a documented, validated instrument that boarding teachers and schools can adopt or adapt for daily student care and character formation.