Abstract
Science education in Islamic boarding schools (pesantren) presents a unique context where formal academic learning is integrated with intensive religious education. While pesantren play an important role in shaping students’ intellectual and moral development, limited research has explored how students experience science learning within this dual educational structure. This study aims to examine students’ motivation toward science learning, the influence of the pesantren learning environment, and how students construct meaning around science knowledge. A qualitative approach was employed using semi-structured interviews with four senior high school students enrolled in an Indonesian pesantren. The interview data were analyzed using thematic analysis to identify recurring patterns in students’ learning experiences. The findings reveal three major themes. First, students’ motivation toward science learning is shaped by both intrinsic interest and perceived competence, particularly when students encounter challenging subjects such as physics and chemistry. Second, the dual academic–religious structure of the pesantren environment influences students’ engagement with science, as they must balance formal school learning with intensive religious activities. Third, students interpret science learning through broader personal and religious meaning systems, often viewing scientific knowledge as a way to understand natural phenomena and appreciate divine creation. These findings suggest that science learning in pesantren contexts involves a dynamic interaction between motivation, institutional learning structures, and meaning-making processes. Integrating science education with students’ cultural and religious perspectives may therefore enhance engagement and deepen the relevance of science learning within an Islamic educational environment.