Character Education From The Perspective Of Islamic Boarding School (Pesantren): An Implementative Study
DOI:
https://doi.org/10.37812/fikroh.v19i1.1790Keywords:
Character education, characteristics of Islamic boarding schools, implementation of educationAbstract
This study investigates character education from the perspective of Islamic boarding schools (pesantren), addressing a significant gap in previous studies that have largely emphasized cognitive outcomes while marginalizing the emotional and spiritual dimensions of character formation. Although prior research has acknowledged the importance of character education in pesantren, limited attention has been given to how pesantren-based values are systematically conceptualized, implemented, and evaluated as an integrated educational model. Employing a qualitative field research design with a descriptive-analytical approach, data were collected through observation, documentation, and in-depth interviews, and analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. The findings indicate that character education at MTs Salafiyah Syafi’iyah Tebuireng Jombang is fundamentally rooted in the five basic principles formulated by the founder of Tebuireng Islamic Boarding School, KH. Hasyim Asy'ari, namely honesty, responsibility, hard work, tolerance, and discipline. These values are implemented through a structured three-stage process: planning (identification of character values and development of character-based teaching modules), implementation (learning activities and habituation practices conducted both inside and outside the classroom), and evaluation (assessment of students’ character development and program effectiveness). Theoretically, this study contributes an integrated pesantren-based character education model that bridges cognitive, emotional, and spiritual dimensions, thereby enriching the discourse on Islamic character education. Practically, it offers a systematic framework that underscores the necessity of coherent planning, implementation, and evaluation in character education programs. Nevertheless, as the study focuses on a single institution, its findings are context-specific and invite further multi-site research to enhance generalizability.
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