@phdthesis{digilib20905,
           month = {March},
           title = {MODEL PENDIDIKAN KARAKTER DI PESANTREN
(STUDI PONDOK PESANTREN AL-MUNAWIR KRAPYAK
DAN MU'AIUMIN MU'ALLIMAT YOGYOKARTA)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 1035024/SJ Fifi Nofiaturrahmah},
            year = {2016},
        keywords = {Character !iducatlun, Jslamic Boarding SciJCols.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/20905/},
        abstract = {Charatter education is becoming lncn:asing1y utgi!LU to be tmplemcnrcd in
educru.ion.aJ instinations. 1t i\$ because the wide range or non-educationol behavior has
obsessed in our educo.liol{$\backslash$}al institutions, such ru; the phenome.na .of violence, sexual
abuse, corru ption, and arbitr11rines{\texttt{\char126}} th\&lt occur in the education. world. This stUdy
discusses about: Pirsc, {$\backslash$}Vhy is character educ;ation implemented at rs lamk: boardin{\texttt{\char126}}
.5Jhoolal-Munawwir Krapyak nnd Mu?amrni.n Mu'aHimat Yo\_gyalr;arta? Second. {$\backslash$}vh.ul
kinds-of characters arc-embedded in Islamic boarding schoola.J?Mun.awwir Kropyak and
Mu'nUimin Mu?a1J.ima' Yogyakurta ifl responding to the nationallty prob1eru? Third1
how is the model or character education w tslo.mic boarding school aJ{\texttt{\char126}}Munawv,ir
Kropyak and Mu'alhmin Mu'aHimat Yogyaknrht? Fourtlt, how Is 1he: impleme.t{$\backslash$}tadOitof
dtarll{\texttt{\char126}}c.r education in Islamic boarding. sch-ool ai-Munawwir Krapyak and Mu'allirrtin
Mu'allimt Yogynkana?
1'1'i.s t?esearch is a field reseal'.ch with a quuHtadve characlcr. The approach used
in this study was lhe phenomcnologicul apptoac.h. The: inrormru11s in this study were
clerics, tutOrS. teachers{\texttt{\char126}} mushrif:c. and students. Tbc: datn were collected by t{\texttt{\char126}}sing l11e
method of obscrvat ion. int?erviews, ckcumenutUon. Dato validation wns done through
triangulotkm. Then, the analysis. u.."cd d-escriptive qualluutve. nnalysis, crilieal and
synthesis.
The results ofthis study indicated that: (1) The re.ason ofaJ-Munawv.?ir instill the
eMrueter values to tbe atudents Is to invite pCiOple around to love lsJrun, wbile fn
Mu ? allimi:n Mu 'a ll.im.at is to prepare the cadre of sc:?ho ktrs, :=u 1anw (leader), and teaehets
who have .good c:lu\&racter and moml. (2) The va lues devdoped ht boarding school n1-
Mu.nawwir and Mu'allimtn Mu'oiJim:ll dt:.ri{$\backslash$}i'ed from tile Qun111 a.nd at.Haditb ond th{\texttt{\char126}}
c:bs.skal books which contained\_ t.be moral muterials.. (3) The model of character
guidance ()11 eswironm-c:nt o( education bonrding school si{\texttt{\char126}}Mun.awv.?ir and Mu'aUimin
Mu{\texttt{\char126}}allimat art implemented i.n all segmems of {\texttt{\char126}}sivity .as well as 1h{\texttt{\char126}} en11{\texttt{\char126}}nmeu1
created in the ls lamlc boarding {\texttt{\char126}}ohool integraUy. The! elemems of chan{$\backslash$}ctet valur:s
cmbe.Uishm{\texttt{\char126}}:nt was Mrrled out through a boli:sdc: apptooeh through learning,
ba:bituiltion, extracurricular and co-o-per-ation with the famiJy and community. 'rho
method.s were by gtving advi{\texttt{\char126}}. habituation, reward and punishment.. all well 45
exemplary of clerics/LulOrS and lnstructar!i. (-4) The impJement:alion of Cbnroottr
-edu-cll{\texttt{\char126}}ion at fsJnmie boarding school o..I?Muonwwir and Mu{\texttt{\char126}}e.IHmin Mu'alllmat,
cvidcnted by the following: There: wns D; better cbang.\_e in auJtudc, manner\$ llnd
behavior or SludentS. the appcarMCe Of stUdent{\texttt{\char126}}' indep{\texttt{\char126}}ndence in thinking at'ld acting,
discipline in managing time t{\texttt{\char126}}od obeyi11g the ruJes, tolerance among students. the:
growjng -awareness of read ing. and the rt;liPQl\$iblllty of the tliS.lt that has been give.1t
Afitr k,nowlng the model of character educntion in both lslamin bolltding schOOl{\texttt{\char126}}. the
researcher mnde B model of holistic spirltuaJ cha{\texttt{\char126}}aeter education.}
}