Character Education Model at Pondok Pesantren Modern As-Suja'iyah, Blitar Regency (A Case Study on the Application of the Traditional Model and Thomas Lickona's Model)

I'iza Selvyana; Miranu  Triantoro; M.Iqbal Baihaqi

doi:10.35457/f3g6hj86

Authors

I'iza Selvyana Universitas Islam Balitar
Miranu Triantoro Universitas Islam Balitar
M.Iqbal Baihaqi Universitas Islam Balitar

DOI:

https://doi.org/10.35457/f3g6hj86

Keywords:

Character Education, Islamic Boarding School (Pondok Pesantren), Traditional Model, Thomas Lickona

Abstract

This study aims to analyze the integration of local religious tradition and digital vocational training in shaping the character and independence of santri (Islamic boarding school students). Using a qualitative case study approach, the researcher acted as the key instrument (human instrument), present directly in the field for six months (March–August 2026). Research subjects were determined purposively and developed through snowball sampling until data saturation was reached, involving caregivers (pengasuh), ustadz, and santri. Data were collected through participant observation, in-depth interviews, and documentation. The data were analyzed interactively using the Miles, Huberman, and Saldaña model (condensation, display, and conclusion drawing), while data validity was tested through source and technique triangulation. The findings show that the synergy of kitab kuning (classical Islamic text) study, Nawa Sila, the habituation of krama language, and a live-streaming-based digital vocational program successfully transformed santri behavior from external compliance toward autonomous awareness (moral knowing, feeling, action). The novelty of this study lies in identifying refined krama language as a psychological instrument for emotional regulation, as well as the use of social media as a medium for practicing ethics (moral action). The theoretical implication extends Lickona's theory through the lens of Javanese local wisdom and tazkiyat al-nafs, while the practical implication provides a reference for an adaptive, humanistic boarding-school-based character curriculum.

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