Implementasi Pendidikan Akhlak di Pondok Pesantren Al Quran: Analisis dan Dampaknya terhadap Pembentukan Karakter Siswa

Abstract

This study aims to describe the implementation of character education at Pondok Pesantren Al Quran Darul Inqilabi in Karang Intan Sub-district, Banjar Regency. This research is motivated by the efforts of the pesantren to educate the character of students in addressing the social conditions of a society that is facing a moral decline, through the transformation of amar ma’ruf nahi munkar (enjoining good and forbidding wrong). This study uses qualitative data analysis, and during the fieldwork, the researcher applies Spradley’s technique, which is tailored to the stages of the research process. In data collection, the author systematically gathers and organizes data from interviews, field notes, and documentation by categorizing the data, breaking it down into units, organizing it into patterns, selecting what is important to be studied, and drawing conclusions so that it can be easily understood by both the researcher and others. The data for this study were obtained through structured interviews with the Head of the Pesantren, caretakers, teachers, student administrators, and some students, as well as through observation of the students' learning activities and daily routines at the pesantren, and documentation studies. The results of this study indicate that the implementation of character education at Pondok Pesantren Al Quran Darul Inqilabi in Karang Intan Sub-district has been successful. This success can be seen in the students' habitual behavior, which reflects civilized and disciplined conduct. The implementation of character education is carried out by the teachers using methods such as taklim (teaching), storytelling, habituation, exemplary conduct, advice/counseling, reward and punishment, with the media used being character books and humanistic teachings. Based on the research findings, the methods and media used have been fairly successful because each method supports the others in educating the students' character. However, some challenges arise due to the different levels of focus among the students. Nevertheless, these challenges can still be addressed well in practice. The evaluation used includes the teacher’s assessment of the character education material, which is conducted quarterly, as well as meetings to assess whether policies are no longer effective, in which case an evaluation for improvement is carried out.