TY - THES ID - digilib20905 UR - https://digilib.uin-suka.ac.id/id/eprint/20905/ A1 - Fifi Nofiaturrahmah, NIM.: 1035024/SJ Y1 - 2016/03/28/ N2 - 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\al institutions, such ru; the phenome.na .of violence, sexual abuse, corru ption, and arbitr11rines~ th< occur in the education. world. This stUdy discusses about: Pirsc, \Vhy is character educ;ation implemented at rs lamk: boardin~ .5Jhoolal-Munawwir Krapyak nnd Mu?amrni.n Mu'aHimat Yo_gyalr;arta? Second. \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~Munawv,ir Kropyak and Mu'alhmin Mu'aHimat Yogyaknrht? Fourtlt, how Is 1he: impleme.t\tadOitof dtarll~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~ mushrif:c. and students. Tbc: datn were collected by t~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\i'ed from tile Qun111 a.nd at.Haditb ond th~ 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~Mun.awv.·ir and Mu'aUimin Mu~allimat art implemented i.n all segmems of ~sivity .as well as 1h~ en11~nmeu1 created in the ls lamlc boarding ~ohool integraUy. The! elemems of chan\ctet valur:s cmbe.Uishm~: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~. habituation, reward and punishment.. all well 45 exemplary of clerics/LulOrS and lnstructar!i. (-4) The impJement:alion of Cbnroottr -edu-cll~ion at fsJnmie boarding school o..I·Muonwwir and Mu~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~' indep~ndence in thinking at'ld acting, discipline in managing time t~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~. the researcher mnde B model of holistic spirltuaJ cha~aeter education. PB - UIN SUNAN KALIJAGA YOGYAKARTA KW - Character !iducatlun KW - Jslamic Boarding SciJCols. M1 - doctoral TI - MODEL PENDIDIKAN KARAKTER DI PESANTREN (STUDI PONDOK PESANTREN AL-MUNAWIR KRAPYAK DAN MU'AIUMIN MU'ALLIMAT YOGYOKARTA) AV - restricted ER -