PEMBENTUKAN KARAKTER SISWA MELALUI PROGRAM TAHFIDZ QUR’AN STUDI KASUS DI SMAIT INSAN MANDIRI AR-RAHMAN CIANJUR, JAWA BARAT

Dendi Saputra, NIM.: 21104090068 (2025) PEMBENTUKAN KARAKTER SISWA MELALUI PROGRAM TAHFIDZ QUR’AN STUDI KASUS DI SMAIT INSAN MANDIRI AR-RAHMAN CIANJUR, JAWA BARAT. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Moral degradation is a major problem faced by Indonesian educational institutions. Social deviations start from small things such as drinking, promiscuity, drug use, fights, and violence in the world. The goal of education is to become a human being who is religiously good, physically healthy, spiritually, intelligent, and actively participates in social life. This research uses qualitative research with a case study approach. In field research, researchers used data collection techniques in the form of observation, interviews and documentation. In the data analysis section, researchers used data reduction, data presentation and conclusion drawing. Meanwhile, for data validity using source triangulation and technique triangulation techniques. The informants consisted of five research subjects, namely the principal, head of student affairs, tahfidz teacher, students and the head of religious affairs. The results of the study found that there are three strategies carried out by SMAIT ar-rahman independent insan in character building through tahfidz Qur'an, namely: (1) Formulation of the goals and vision of the Qur'an tahfidz program. (2) Strengthening human resources. (3) Mekasmime and Qur'an memorization method. In the section on what kind of character values are formed through the Qur'an memorization program, there are several examples: Time discipline, perseverance and persistence, maturity of attitude and behavior, and responsibility for oneself and memorization. The supporting factors are four: Competent human resources. Support from parents. The role of the school in increasing motivation for students to memorize the Qur'an. Dormitory-based environment. While there are three inhibiting factors, namely: Different student backgrounds. Diversity of student characters. And changes in student learning styles.

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