One of the crucial criteria for Islamic boarding schools in understanding the dynamics of psychological independence among santriwati (female students) is the presence of companions who can help them recognize their abilities and self-awareness in every moment they experience, and thus making them master the transpersonal field. This study focuses on achieving the quality of independence among santriwati as a result of transpersonal assistance using creative writing media so that each santriwati will be able to independently overcome the problems they face while living at Islamic boarding schools. The research method is a qualitative method with a Participatory Action Research design. There are five stages of PAR used in this study based on Gerald Susman's PAR Model, comprising diagnosis, action planning, taking action, evaluation, and specifying learning. The data were obtained from preliminary study data (open questionnaires), interviews, and documentation in the form of creative writing in the Mentoring Module which became the main data source. The transpersonal techniques used in the assistance consist of simple meditation, interactive reflection, and creative writing. The data analysis techniques are composed of data reduction, data display, and conclusion drawing. The results of this study confirm a conceptual finding of the dynamics of psychological independence of santriwati, comprising the increase in their knowledge on the cognitive aspect, sensitivity sharpening on the emotional aspect, and strength building on the conational aspect.

Authors:
Nada Shobah, Maulana Malik Ibrahim State Islamic University, Indonesia
Mohammad Mahpur, Maulana Malik Ibrahim State Islamic University, Indonesia
Rahmat Aziz, Maulana Malik Ibrahim State Islamic University, Indonesia

About the Presenter(s)
Nada Shobah is a graduate of the master of educational psychology at the Universitas Islam Negeri Maulana Malik Ibrahim Malang, East Java, Indonesia. My daily activities are accompanying female students at Islamic boarding schools.

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