Project-Based Integrative Career Guidance: A Model for Islamic Boarding School Students

Abstract

This study analyzes the implementation of project-based career guidance in helping students explore interests and aptitudes, develop career plans, and strengthen soft skills in an Islamic boarding school-based senior high school. Using a descriptive qualitative approach within an interpretive paradigm, the study involved two guidance and counseling teachers, the principal, three boarding school mentors, and eight Grade XI-XII students at Ar-Rosyidah Senior High School, Magetan. Data were collected through semi-structured interviews, participant observation, and document analysis covering career portfolios, guidance modules, interest-aptitude assessments, and program records for 45 students. Percentage data were used only as supporting descriptive evidence. Data analysis included condensation, display, conclusion drawing, triangulation, and informant confirmation. The findings show that the Who I Am Project helped students connect assessment results with self-reflection and occupational information. Program documentation showed a decline in students who did not yet understand their interests and aptitudes from 55% to 8%. The Career Road Map also supported more structured educational and occupational planning, while group projects strengthened communication, leadership, teamwork, responsibility, and ukhuwah. The study proposes an Integrative Career Guidance Model combining assessment, experiential exploration, planning, soft-skills development, and Islamic boarding school values within one service cycle for future-oriented contextual career guidance practices.