Electronic Theses and Dissertation

Manajemen boarding school memiliki peran penting dalam membentuk karakter peserta didik. Pengelolaan yang baik dalam lingkungan asrama dapat menciptakan suasana yang mendukung pengembangan karakter di berbagai aspek, seperti disiplin, tanggung jawab, kepemimpinan, kerjasama, dan rasa empati. Adapun tujuan penelitian ini adalah untuk menganalisis program boarding school, mendeskripsikan strategi pengelolaan boarding school, serta kendala dan solusi boarding school dalam meningkatkan karakter peserta didik di SMA Negeri Kota Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Berdasarkan temuan penelitian, didapati bahwa: (1) Program boarding school di sekolah ini mencakup pengembangan nilai karakter religius, kemandirian, gotong-royong, cinta tanah air, dan integritas. Program peningkatan karakter ini terintegrasi dalam perencanaan sekolah dilakukan pada awal tahun pelajaran, melibatkan pembimbing/pembina asrama, guru, komite, dan seluruh staff sekolah, dan pembina asrama; (2) Strategi pengelolaan boarding school dalam meningkatkan karakter peserta didik telah dilakukan melalui: perencanaan, pengorganisasian, pelaksanaan, pengawasan serta evaluasi program boarding school dalam meningkatkan karakter peserta didik; (3) Kendala boarding school dalam membentuk karakter peserta didik meliputi rendahnya motivasi, lemahnya manajemen waktu, kurangnya integrasi program dengan kurikulum, minimnya peran orang tua, serta evaluasi yang belum optimal. Solusinya adalah kepemimpinan kepala sekolah yang mampu mengelola sekolah dan mengarahkan guru serta staf dalam penguatan karakter. Maka, dapat disimpulkan program boarding school di SMAN Kota Banda Aceh dalam membentuk karakter peserta didik dilakukan melalui kegiatan terstruktur dan kolaboratif. Meski menghadapi berbagai kendala, peran aktif kepala sekolah menjadi kunci dalam mengatasi hambatan dan mendukung keberhasilan program.

Boarding school management plays a vital role in shaping students’ character. Effective management within the dormitory environment can foster a setting conducive to developing various character traits such as discipline, responsibility, leadership, cooperation, and empathy. This study aims to examine the management of boarding schools in enhancing student character development at state senior high schools in Banda Aceh. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The findings revealed that: (1) The boarding school programs at these schools include the development of religious values (such as congregational prayers, dhuha prayers, group Qur’an recitations, voluntary fasting, and greeting practices), independence, cooperation, patriotism, and integrity. Character development programs at SMAN (State Senior High School) 10 Fajar Harapan Banda Aceh and SMAN 2 Banda Aceh are integrated into the school’s annual planning and involve dormitory supervisors, teachers, school committee members, all school staff, and dormitory mentors; (2) The management strategies employed to enhance student character through boarding schools include planning, organizing, implementing, monitoring, and evaluating character-building programs; (3) Several challenges hinder the effectiveness of boarding school programs in improving student character, including low student motivation and interest in residential programs, poor time and task management skills, insufficient integration between the dormitory program and the academic curriculum, limited parental involvement, and inadequate evaluation and monitoring processes. To address these challenges, school principals are expected to demonstrate strong leadership and managerial capabilities to guide teachers and staff in effectively fostering student character development. Therefor, it can be concluded that the boarding school program at SMAN Kota Banda Aceh in shaping students’ character is implemented through structured and collaborative activities. Despite facing various challenges, the active role of the principal serves as a key factor in overcoming obstacles and supporting the success of the program.