Ibnu Kasir

Management of Character Education in the Ta'dzim Tradition : Studies in the Dayah Mudi of the Great Mosque of Samalanga

Introduction

Management of character education in the ta'dzim tradition : studies in the dayah mudi of the great mosque of samalanga. Explore character education management at Dayah MUDI Mesra Samalanga, Aceh. This study reveals a systematic, value-based model through role modeling and moral guidance, offering insights for formal curricula.

Abstract

This study aims to examine the character education management model based on the traditional Islamic boarding school (dayah) system at Dayah MUDI Mesra Samalanga, one of the largest Islamic educational institutions in Aceh. Amidst the current moral crisis among youth, pesantren play a significant role in instilling values through value-based and exemplary approaches. This research employs a qualitative approach with a case study method. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the character education management model at Dayah MUDI Mesra is not formally documented in a written curriculum but operates systematically through three key stages: (1) planning based on values and scholarly traditions inherited across generations, (2) implementation through role modeling, habituation, and collective supervision, and (3) evaluation through moral and spiritual guidance rather than administrative assessment. Character education is not limited to formal instruction but is embedded in the daily social and religious life of the students. This model demonstrates that value-based character education management can create a consistent and authentic moral development environment. This study recommends integrating Islamic value-based educational management principles into the development of character education curricula in formal educational institutions, drawing inspiration from the local wisdom and educational practices of pesantren.

Review

This study offers a valuable exploration into the management of character education within the unique context of Dayah MUDI Mesra Samalanga, an influential Islamic boarding school in Aceh. Addressing the pressing issue of moral crisis among youth, the paper meticulously details how traditional *pesantren* systems contribute to value inculcation. The research effectively highlights an informally structured, yet highly systematic, model of character education management rooted in the *Ta'dzim* tradition. Its primary strength lies in illuminating a value-driven approach that prioritizes authentic moral development over administrative formality, presenting a compelling alternative to conventional educational paradigms. The qualitative case study methodology employed, utilizing in-depth interviews, participatory observation, and documentation, provides a robust framework for understanding the intricacies of the Dayah MUDI Mesra model. The findings are particularly insightful, delineating a three-stage process—planning based on inherited values, implementation through role modeling and habituation, and evaluation via moral guidance—that is deeply embedded in the daily social and religious fabric of the students' lives. This methodological rigor allows for a rich and nuanced portrayal of how character education transcends formal instruction, fostering an environment conducive to consistent and genuine moral growth, making a significant contribution to the literature on traditional educational practices. While the study provides a compelling snapshot of character education in a specific traditional setting, its single-case nature naturally limits the immediate generalizability of findings to other educational contexts without further empirical validation. Nevertheless, its practical implications are substantial. The recommendation to integrate Islamic value-based educational management principles into formal curricula is particularly pertinent, suggesting a powerful avenue for addressing contemporary moral challenges by drawing upon proven local wisdom. Future research could expand upon this by conducting comparative studies across various traditional institutions or investigating the long-term impact of this specific model on graduates, thereby strengthening its applicability and informing broader educational policy reforms.

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