Electronic Theses and Dissertation

Penelitian ini bertujuan untuk menganalisis pengelolaan Pondok Pesantren Modern dalam pembentukan karakter peserta didik di Pesantren Babun Najah Banda Aceh dengan menggunakan pendekatan kualitatif. Fokus penelitian meliputi tiga aspek utama, yaitu perencanaan, pelaksanaan, dan pengawasan program pembentukan karakter. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi terhadap 15 informan yang terdiri atas kepala sekolah, guru, wali asrama, pimpinan pesantren, dan peserta didik. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembentukan karakter berpusat pada penanaman disiplin, penyusunan program karakter yang terstruktur, dan analisis kebutuhan yang melibatkan seluruh elemen pesantren. Pelaksanaan pembentukan karakter didominasi oleh strategi keteladanan, pembiasaan, pengembangan karakter, serta berbagai kegiatan keagamaan yang dilaksanakan secara berkesinambungan. Pengawasan dilakukan melalui evaluasi berkala, laporan pengasuh, observasi langsung, dan pendekatan pribadi yang berkelanjutan. Penggunaan NVivo 15 Plus dalam penelitian ini membantu proses pengelompokan data dan pemetaan tema-tema hasil penelitian sehingga mendukung penyajian data secara lebih sistematis. Kesimpulan penelitian menunjukkan bahwa model pesantren modern telah berhasil membentuk karakter religius, disiplin, tanggung jawab, kemandirian, dan kepedulian sosial peserta didik secara terpadu. Penelitian ini diharapkan dapat memberikan saran dan masukan bagi lembaga pendidikan berbasis asrama dalam mengelola pendidikan karakter yang sistematis, kolaboratif, dan berkelanjutan.

This study aimed to examine the management of a Modern Islamic Boarding School in shaping students’ character at Babun Najah Islamic Boarding School, Banda Aceh. A qualitative approach was employed, supported by NVivo 15 Plus software. The study focused on three key aspects of character-building management: planning, implementation, and supervision. Data were collected through in-depth interviews, participant observation, and document analysis involving 14 informants, including the school principal, teachers, dormitory supervisors, boarding school leaders, and students. The findings indicated that character-building planning focused on instilling discipline, developing structured character education programs, and conducting needs assessments with all stakeholders in the boarding school environment. The implementation process was primarily carried out through role modelling, character development activities, and the habituation to positive attitudes and religious practices. Supervision was conducted through periodic evaluations, supervisors’ reports, direct observation, and continuous personal guidance. NVivo 15 Plus facilitated the identification of key themes, the analysis of relationships among informants, and a more rigorous and in-depth analysis of qualitative data. The study concluded that the modern Islamic boarding school model effectively shapes students’ religious values, discipline, responsibility, independence, and social awareness in an integrated manner. These findings may serve as a reference for boarding-based educational institutions seeking to implement a systematic, collaborative, and sustainable character education management system.