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bibo:abstract "This study originates from the issue of character-based curriculum planning at Madrasah Diniyah Al Imdad II, which has not yet been systematically developed. Character values such as religiosity, honesty, responsibility, and social awareness are indeed taught; however, they have not been explicitly formulated within the learning objectives and syllabus. The planning process still relies heavily on the personal experience of the teachers (ustadz) without structured guidelines, and evaluation is conducted informally without clear instruments. As a result, there is a gap between the ideals and the actual practice of character education. The objective of this study is to identify the stages of character-based curriculum planning, examine the implementation of character values, and analyze the supporting and inhibiting factors at Madrasah Diniyah Takmiliyah Al Imdad II Bantul. Theoretically, this study is expected to enrich the body of knowledge in Islamic education, particularly in relation to character-based curriculum planning in madrasah diniyah. Practically, this study can serve as an evaluative reference for the institution, a guideline for educators in designing character-based learning, and a preliminary reference for future researchers in developing similar studies. This study employs a qualitative method with a descriptive approach to gain an in-depth understanding of the phenomenon within its natural context through non-numerical data, such as behavioral observations, discourse analysis, and linguistic studies. This method is chosen because the research focus is already specific, allowing for deeper data exploration without expanding into unrelated topics. The study is conducted intensively with the researcher’s direct involvement in the field to obtain a factual depiction of the social conditions under investigation. The findings of this study indicate that the planning of a character-based curriculum at Madrasah Diniyah Takmiliyah Al-Imdad II Bantul has been oriented toward shaping students’ character in accordance with the institution’s vision and mission through the values embedded in the concept of “SANTRI SALIH,” which include religiosity, politeness, nationalism, independence, social awareness, and environmental consciousness. These values are internalized through religious subjects and habituation activities; however, the planning has not yet been systematically documented and still relies heavily on the initiative of the educators. The supporting factors include a strong pesantren culture, exemplary conduct of educators, and a religious environment, while the inhibiting factors consist of limited human resources, the absence of standardized character-based curriculum guidelines, and the lack of adequate instruments for character evaluation."^^xsd:string;
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