Electronic Theses and Dissertation

KEPEMIMPINAN PESANTREN DALAM MENINGKATKAN KARAKTER DAN KECERDASAN EMOSIONAL SANTRI PADA PESANTREN MODERN AL-MANAR DAN YAYASAN
PENDIDIKAN ISLAM UMMUL AYMAN
SAMALANGA BIREUEN

Oleh : Putri Humairah
NPM: 2309200050008
Komisi Pembimbing :
1. Dr. Nasir Usman, M.Pd
2. Prof. Dr. Murniati AR, M.Pd

ABSTRAK

Meskipun terdapat perbedaan dalam kurikulum dan pendekatan pendidikan, baik dayah maupun pesantren modern memiliki komitmen yang sama untuk membentuk santri dengan karakter yang kuat dan kecerdasan emosional yang baik. Penelitian ini bertujuan untuk mengetahui: perencanaan, pelaksanaan, proses evaluasi, dan factor pendukung penghambat dalam meningkatkan karakter dan kecerdasan emosional pada pesantren al-manar & yayasan pendidikan islam ummul ayman, Pendekatan yang digunakan menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data berupa observasi, wawancara dan dokumentasi. Sumber data penelitian dipilih dengan teknik purposive sampling yaitu menentukan subjek penelitian yang dipercaya memiliki banyak informasi terkait permasalahan penelitian, seperti pimpinan pesantren, guru senior, bagian pengasuhan, penanggung jawab asrama dan wali santri. Hasil penelitian ini menunjukkan bahwa:1.perencanaan pendidikan karakter dengan: (a) menentukan nilai-nilai karakter yang ingin dikembangkan yaitu: religius, jujur, disiplin, mandiri, dan bertanggung jawab (b) menentukan tujuan pendidikan karakter yaitu: bertaqwa kepada Tuhan YME, menjunjung tinggi akhlaqul karimah, menjadi kader bangsa yang kompeten, (c) merumuskan peraturan kedisiplinan santri termasuk tata tertib kedisiplinan, (d) mengklasifikasikan tingkatan pelanggaran beserta sanksinya, pelanggaran ringan, sedang hingga berat, (e) menyusun tata cara dalam perumusan kegiatan pembentukan karakter santri, 2. pelaksanaan pendidikan karakter dengan: (a) menerapkan sistem boarding school, (b) mengintegrasikan nilai-nilai karakter kedalam seluruh kegiatan, diantaranya kegiatan intrakurikuler dan ekstrakurikuler, (c) menerapkan metode keteladanan, pengarahan dan pembiasaan, penugasan, kesadaran, pengawasan dan penciptaan lingkungan, (d) menggunakan sistem hukuman dan penghargaan, (e) menggunakan bimbingan dengan pendekatan secara mendalam, 3. pengawasan pendidikan karakter meliputi: (a) pengawasan secara langsung: pemberian hukuman di tempat, inspeksi mendadak, (b) pengawasan secara tidak langsung: evaluasi harian, mingguan dan bulanan (4) faktor pendukung dan penghambat: (a) faktor pendukung yaitu sistem yang baku dan minat belajar santri yang tinggi, (b) faktor penghambat yaitu latar belakang keluarga yang berbeda dan pengaruh teknologi yang tidak ada pengawasan serta lingkungan luar yang mempengaruhi karakter yang tidak baik bagi santri.

Kata Kunci: Kepemimpinan Pesantren, pengembangan karakter, dan kecerdasan emosional santri

ISLAMIC SCHOOL LEADERSHIP AND ENHANCEMENT OF STUDENTS’ CHARACTER AND EMOTIONAL INTELLIGENCE AT AL- MANAR MODERN ISLAMIC BOARDING SCHOOL AND UMMUL AYMAN ISLAMIC EDUCATION FOUNDATION OF SAMALANGA BIREUEN ABSTRACT (Putri Humairah) Despite differences in curricula and educational approaches, both traditional Islamic boarding schools (dayah) and modern Islamic boarding schools (pesantren) share a unified commitment to cultivating students with strong character and well-developed emotional intelligence. This study aimed to investigate the planning, implementation, and evaluation processes, as well as the supporting and inhibiting factors, involved in developing character and emotional intelligence at Al-Manar Modern Islamic Boarding School and Ummul Ayman Islamic Education Foundation. Employing a qualitative research methodology with a case study design, this study collected data through observation, interviews, and documentation. The research subjects were selected using purposive sampling, focusing on individuals deemed to possess substantial knowledge relevant to the research problem, such as school principals, senior teachers, caregiving staff, dormitory supervisors, and parents of the students. The findings indicate that the planning of character education involved (a) identifying key values to be developed—such as religiosity, honesty, discipline, independence, and responsibility, (b) defining learning objectives, such as fostering devotion to God Almighty, upholding noble character (akhlaq al-karimah), and preparing the students to become competent contributors to society, (c) formulating disciplinary regulations, (d) classifying infractions with corresponding sanctions, and (e) designing procedures for activities aimed at character formation. It was also found that the implementation of character education was conducted through (a) the adoption of a boarding school system, (b) the integration of character values into curricular and extracurricular activities, (c) the application of methods such as role modelling, guidance, habituation, task assignments, awareness-building, supervision, and the creation of a supportive environment, (d) the use of a reward and punishment system, and (e) the provision of in-depth guidance. Moreover, the supervision in character education was carried out through both (a) direct measures, such as immediate sanctions and surprise inspections, and (b) indirect measures, including daily, weekly, and monthly evaluations. Lastly, this study also revealed (a) the supporting factors for the successful implementation of character education that included a standardized system and high levels of student motivation and (b) the inhibiting factors that included students' diverse family backgrounds, unmonitored exposure to technological influences, and external environments that negatively impact character development. Keywords: Islamic School Leadership, Character Development, Islamic School