From Live Modeling to Symbolic-Problem Modeling: Reconstructing Santri Moral Character Education through Bandura’s Social Cognitive Theory

Abstract

The internalization of santri’s moral character, traditionally anchored in the live modeling of kyai figures in pesantren, faces limitations amid complex digital-era moral dilemmas. This conceptual literature study aims to reconstruct the moral character learning model by integrating Problem-Based Learning analyzed through Albert Bandura’s social cognitive theory. Utilizing a qualitative literature review with conceptual content analysis and integrative synthesis, data sources include Bandura’s authoritative works, epistemological PBL literature, and reputable journal articles from the past decade. Findings indicate that contemporary moral dilemmas within the PBL syntax can be reconstructed as symbolic-problem modeling, effectively shifting the agency locus from physical figures to symbolic mediums. This mechanism operates through Bandura’s four observational learning phases: attention via contextual digital cases, retention via cognitive coding of moral character values, reproduction via peer modeling in discussions, and motivation via mastery-experience-based moral self-efficacy. The tension between constructivist critical thinking in PBL and the pesantren’s paternalistic culture is bridged through triadic reciprocal causation, positioning the pesantren environment as a value-controller. This integration establishes the critical-takzim learning model, a pedagogy merging critical thinking with spiritual depth and respect, offering a theoretical roadmap for active, reflective, and transformative moral character curricula.