Implementasi Pembelajaran Kitab Washoya Al-Abaa Lil Abnaa’ Dalam Pembentukan Karakter Santri Di Pondok Pesantren Al-Mukhlisin Desa Antibar Kecamatan Mempawah Timur Kabupaten Mempawah

Abstract

This research is motivated by the Implementation of Washoya Al-Abaa Lil Abnaa' Book Learning in the formation of the character of students at the Al-Mukhlisin Islamic Boarding School, especially in improving good character, courtesy and virtuousness to the students. The formulation of the research problem is 1) What is the character of the students at the Al-Mukhlisin Islamic Boarding School? 2) How is the implementation of learning the book Washoya Al-Abaa Lil Abnaa' in the formation of the character of the students at the Al-Mukhlisin Islamic Boarding School? 3) What are the supporting factors and inhibiting factors in the implementation of learning the book Washoya Al-Abaa Lil Abnaa' in the formation of the character of the students at the Al-Mukhlisin Islamic Boarding School?

This research uses descriptive qualitative research. Data collection techniques using observation, interviews and documentation. Data analysis techniques use data reduction, data display and conclusions as well as verification.

The results of this study are, 1) the character of the students at the Al-Mukhlisin Islamic Boarding School has the KTSP motto (creative, orderly, polite, and role model) which is a symbol of the character of the students. 2) the implementation of learning the book Washoya Al-Abaa Lil Abnaa' in the formation of the character of the students at the Al-Mukhlisin Islamic Boarding School is applied to the daily life of the students, both packaged with the rules of the boarding school which are applied up to the pilots that are exemplified by the students. ustadz or ustadzah so that they can shape their character better in the future. 3) The supporting factor is solid cooperation between Islamic boarding school caregivers, teachers, staff, and parents, also from the point of view of learning that is explained and directly applied by ustad and ustadzah, the learning is also supportive. While the inhibiting factors are the different backgrounds of the students, parents who disagree with the policies implemented, facilities, and so on.