EKSISTENSI PONDOK PESANTREN SEBAGAI LEMBAGA PENDIDIKAN KARAKTER SANTRI (Studi Kasus di Pondok Pesantren Al-Muhajirin Darussalam Kec. Pondidaha Kab. Konawe)

FARID MUHAMMAD NIM. 16040201012, F (2020) EKSISTENSI PONDOK PESANTREN SEBAGAI LEMBAGA PENDIDIKAN KARAKTER SANTRI (Studi Kasus di Pondok Pesantren Al-Muhajirin Darussalam Kec. Pondidaha Kab. Konawe). Masters thesis, IAIN KENDARI.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui dan menganalisis:(1) Eksistensi Pondok Pesantren Al-Muhajirin Darussalam sebagai lembaga pembentukan karakter santri,(2) Strategi yang dilakukan pimpinan untuk mengembangkan Pondok, (3) Implementasi pendidikan karakter bagi Santri. Jenis penelitian ini adalah penelitian kualitatif. Pengumpulan data menggunakan wawancara, studi dokumen dan observasi lapangan. Teknik analisis data terdiri atas empat tahapan yaitu pengumpulan data, reduksi data, display data, penarikan kesimpulan atau tahap verifikasi. Hasil penelitian menyimpulkan bahwa: (1) Eksistensi Pondok Pesantren AlMuhajirin Darussalam adalah keberadaannya yang mencakup peranan, tujuan, tipologi dan unsur-unsur yang ada di dalamnya. Peranannya adalah sebagai instrumental dan fasilitator, mobilisasi, pengembangan sumberdaya manusia, lembaga pengembangan, pusat keunggulan, dan sebagai lembaga dakwah. Tujuannya untuk mendidik santri agar menjadi seorang muslim yang bertakwa kepada Allah Swt, berakhlak mulia, cerdas, terampil, sehat lahir batin sehingga siap menjadi mubaligh yang ikhlas dan wirausahawan yang tangguh. Tipologinya adalah campuan yaitu memodifikasi antara pembelajaran tradisional dan menyelenggarakan pendidikan modern secara berjenjang. Unsur-unsurnya yaitu Kyai/ustad, Mesjid, santri, pondok atau asrama termasuk pengurus pondok. (2) Strategi yang dilakukan Pimpinan untuk mengembangkan Pondok Pesantren yakni didasarkan pada 5 pilar pendidikan karakter yaitu (a) mengetahui kebajikan, (b) merasakan kebajikan, (c) mencintai kebajikan, (d) menginginkan kebajikan serta (e) mengerjakan kebajikan. (3) Implementasi pendidikan karakter santri diimplementasikan pada hubungannya dengan Allah Swt, diri sendiri, sesama santri, serta lingkungan. (a) Hubungan dengan Allah Swt di tanamkan dalam wujud pemberian pelajaran wudhu, shalat wajib berjamaah, shalat sunnah, membaca, menuliskan dan menghapal Al-Quran, serta berdo’a. Diajarkan secara teori dan praktek. (b) Hubungan dengan diri sendiri ditanamkan dalam wujud kejujuran,sikap pengertian, tanggungjawab, hidup sehat, disiplin, kerja keras, berpikir logis, hidup mandiri, percaya diri, semangat menuntut ilmu agama, kreatif, bekerja keras, giat belajar, rajin ibadah serta menjaga kesehatan. (c) Hubungan dengan sesama santri ditanamkan dalam wujud mengajarkan santri untuk taat, memiliki adab, selalu bermusyawarah, menyadari keberadaan diri, selalu membantu teman, patuh, menghargai prestasi teman lain, menempatkan diri sama dengan teman santri lain, mengetahui hak dan kewajiban, selalu memberi contoh yang baik, berpikir dewasa, menghargai prestasi, menghormati yang lebih tua, menyayangi yang lebih muda, menghargai pendapat orang lain, melaksanakan ajaran yang benar, saling kerjasama, berjiwa tenang, serta berjiwa pemimpin. (d) Hubungan dengan lingkungan ditanamkan dalam wujud merawat bunga, kerja bhakti membersihkan lingkungan, saling membantu sesama dengan menjaga lingkungan sekolah serta peduli kepada sesama yang membutuhkan, tidak buang sampah sembarangan, penanaman pohon, gotong royong, dan memberikan pengajaran cinta lingkungan, serta ikhlas. Adanya lima pilar pendidikan karakter tersebut menjadikan santri memiliki karakter yang sesuai degan tuntunan Agama Islam. Kata Kunci: Eksistensi Pondok Pesantren, Pendidikan Karakter ABSTRACT This research is a qualitative research that aims to analyze and find out: (1) The existence of Al-Muhajirin Darussalam Islamic Boarding School as an institution for forming students' character, (2) The strategy taken by the leadership to develop AlMuhajirin Darussalam Islamic Boarding School, (3) Implementation of character education for students in the Al-Muhajirin Darussalam Islamic Boarding School today. This type of research is qualitative research. Data collection uses interviews, document studies and field observations. Data analysis techniques consist of four stages, namely data collection, data reduction, data display, conclusion drawing or verification stage. The results of the study concluded that (1) The existence of Al-Muhajirin Darussalam Islamic Boarding School is its existence which includes the role, objectives, typology and elements in it. His role is as an instrumental and facilitator, mobilization, human resource development, development institutions, centers of excellence, and as a missionary institution. The aim is to educate students to become Muslims who are devoted to Allah, virtuous, intelligent, skillful, healthy physically and mentally so that they are ready to become sincere missionaries and strong entrepreneurs. The typology is the mixture of modifying traditional learning and organizing modern education in stages. The elements are Kyai / religious teacher, mosque, santri, boarding house or dormitory including the board administrator. (2) The strategy taken by the leadership to develop AlMuhajirin Darussalam Islamic Boarding School is based on the 5 pillars of character education, namely (a) knowing the virtues, (b) feeling the virtues, (c) loving the virtues, (d) wanting the virtues and (e) work on virtue. (3) The implementation of santri character education is implemented in relation to Allah, himself, fellow santri, and the environment. (a) The relationship with Allah is planted in the form of giving ablution lessons, the obligatory prayer in congregation, sunnah prayer, reading, writing and memorizing the Koran, and praying. Taught in theory and practice. (b) The relationship with oneself is instilled in the form of honesty, understanding, responsibility, healthy living, discipline, hard work, logical thinking, independent living, self-confidence, enthusiasm for religious studies, creative, hard working, study hard, diligent in worship and maintain health. (c) Relationships with fellow students are implanted in the form of teaching students to be obedient, have manners, always deliberate, be aware of themselves, always help friends, be obedient, respect the achievements of other friends, put themselves together with other students, know their rights and obligations, always set a good example, think mature, respect achievements, respect elders, love younger people, respect the opinions of others, carry out true teachings, cooperate with each other, have a calm spirit, and have the spirit of a leader. (d) Relationships with the environment are implanted in the form of caring for flowers, devotional work cleaning the environment, helping each other by caring for the school environment and caring for others who need it, not littering, planting trees, mutual cooperation, and giving teachings about environmental love, and sincerity. The existence of the five pillars of character education makes the santri have the appropriate character with the guidance of the Islamic Religion. Keywords: Existence of Islamic Boarding School, Character Education ةﺮﺼﺘﺨﻣ ةﺬﺒﻧ ﺔﻓﺮﻌﻣو ﻞﯿﻠﺤﺗ ﻰﻟإ فﺪﮭﯾ ﻲﻋﻮﻧ ﺚﺤﺑ ﻮھ ﺚﺤﺒﻟا اﺬھ: (1) ﻦﯾﺮﺟﺎﮭﻤﻟا ﺔﺳرﺪﻣ دﻮﺟو ، بﻼﻄﻟا ﺔﯿﺼﺨﺷ ﻞﯿﻜﺸﺘﻟ ﺔﺴﺳﺆﻤﻛ ﺔﯿﻠﺧاﺪﻟا ﺔﯿﻣﻼﺳﻹا(2) ةدﺎﯿﻘﻟا ﺎﮭﺗﺬﺨﺗا ﻲﺘﻟا ﺔﯿﺠﯿﺗاﺮﺘﺳﻻا ﺪﻟا ﺔﯿﻣﻼﺳﻹا مﻼﺴﻟا راد ﻦﯾﺮﺟﺎﮭﻤﻟا ﺔﺳرﺪﻣ ﺮﯾﻮﻄﺘﻟ ، ﺔﯿﻠﺧا (3) بﻼﻄﻠﻟ ﺔﯿﺼﺨﺸﻟا ﻢﯿﻠﻌﺗ ﺬﯿﻔﻨﺗ مﻮﯿﻟا ﺔﯿﻠﺧاﺪﻟا ﺔﯿﻣﻼﺳﻹا مﻼﺴﻟا راد ﻦﯾﺮﺟﺎﮭﻤﻟا ﺔﺳرﺪﻣ ﻲﻓ نأ ﻰﻟإ ﺔﺳارﺪﻟا ﺞﺋﺎﺘﻧ ﺖﺼﻠﺧو(1) ﺎھدﻮﺟو ﻮھ ﺔﯿﻠﺧاﺪﻟا ﺔﯿﻣﻼﺳﻹا ﻦﯾﺮﺟﺎﮭﻤﻟا ﺔﺳرﺪﻣ دﻮﺟو ﺎﮭﯿﻓ ﺮﺻﺎﻨﻌﻟاو طﺎﻤﻧﻷاو فاﺪھﻷاو راودﻷا ﻞﻤﺸﯾ يﺬﻟا. ، ةﺮﺴﯿﻣو ةﺪﻋﺎﺴﻣ ةادﺄﻛ هرود ﺔﺌﺒﻌﺗو ﺔﯾﺮﯿﺸﺒﺗ ﺔﺴﺳﺆﻤﻛو ، ﺰﯿﻤﺘﻟا ﺰﻛاﺮﻣو ، ﺔﯿﻤﻨﺘﻟا تﺎﺴﺳﺆﻣو ، ﺔﯾﺮﺸﺒﻟا دراﻮﻤﻟا ﺔﯿﻤﻨﺗو ،. فﺪﮭﻟا ءﺎﺤﺻأ ، ﻦﯾﺮھﺎﻣ ، ءﺎﯿﻛذأ ، ﻦﯿﻠﺿﺎﻓ ، ﻦﯿﺼﻠﺨﻣ ﻦﯿﻤﻠﺴﻣ اﻮﺤﺒﺼﯿﻟ بﻼﻄﻟا ﻒﯿﻘﺜﺗ ﻮھ ءﺎﯾﻮﻗأ لﺎﻤﻋأ لﺎﺟرو ﻦﯿﺼﻠﺨﻣ ﻦﯿﻠﺳﺮﻣ اﻮﺤﺒﺼﯿﻟ ﻦﯾﺪﻌﺘﺴﻣ اﻮﻧﻮﻜﯿﻟ ﺎﯿﻨھذو ﺎﯾﺪﺴﺟ. ﻒﯿﻨﺼﺘﻟا ﺞﯾﺰﻣ ﻮھﻞﺣاﺮﻣ ﻰﻠﻋ ﺚﯾﺪﺤﻟا ﻢﯿﻠﻌﺘﻟا ﻢﯿﻈﻨﺗو يﺪﯿﻠﻘﺘﻟا ﻢﻠﻌﺘﻟا ﻞﯾﺪﻌﺗ ﻦﻣ . ﻲھ ﺮﺻﺎﻨﻌﻟاKyai وأ ﺪﺠﺴﻣ وأ ﻲﻨﯾد ﻢﻠﻌﻣ وأSantri ﻲﻠﺧاد لﺰﻨﻣ ﺮﯾﺪﻣ ﻚﻟذ ﻲﻓ ﺎﻤﺑ ﻊﺠﮭﻣ وأ ﻲﻠﺧاد ﻦﻜﺳ وأ. (2) ﺔﯿﻠﺧاﺪﻟا ﺔﯿﻣﻼﺳﻹا ﻦﯾﺮﺟﺎﮭﻤﻟا ﺔﺳرﺪﻣ ﺮﯾﻮﻄﺘﻟ ةدﺎﯿﻘﻟا ﺎﮭﺗﺬﺨﺗا ﻲﺘﻟا ﺔﯿﺠﯿﺗاﺮﺘﺳﻻا ﺪﻨﺘﺴﺗ رأ ﻰﻠﻋ ﺔﯿﻠﺧاﺪﻟا ﻲھو ، ﺔﺴﻤﺨﻟا ﺔﯿﺼﺨﺸﻟا ﺔﯿﺑﺮﺘﻟا نﺎﻛ (أ) ، ﻞﺋﺎﻀﻔﻟا ﺔﻓﺮﻌﻣ(ب) رﻮﻌﺸﻟا ، ﻞﺋﺎﻀﻔﻟﺎﺑ(ج) ، ﻞﺋﺎﻀﻔﻟا ﺐﺣ(د) ، ﻞﺋﺎﻀﻔﻟا ﻲﻓ ﺔﺒﻏﺮﻟا(ـھ) ﺔﻠﯿﻀﻔﻟا ﻰﻠﻋ ﻞﻤﻌﻟا. (3) ﻢﺘﯾ ﺔﺌﯿﺒﻟاو ﮫﺋﻼﻣزو ﮫﺴﻔﻧو ﺎﺑ ﮫﺘﻗﻼﻋ ﻲﻓ يﺮﺘﻧﺎﺴﻟا ﺔﯿﺼﺨﺷ ﻢﯿﻠﻌﺗ ﺬﯿﻔﻨﺗ. (أ) ﷲ ﻊﻣ ﺔﻗﻼﻌﻟا نإ سورد ءﺎﻄﻋإ ﻲﻓ ﻦﻤﻜﺗ ةءاﺮﻘﻟاو ، ﺔﻨﺴﻟا ةﻼﺻو ، ﺔﻋﺎﻤﺠﻟا ﻲﻓ ﺔﻀﯾﺮﻔﻟا ةﻼﺻو ، ءﻮﺿﻮﻟا ةﻼﺼﻟاو ، نآﺮﻘﻟا ﻆﻔﺣو ﺔﺑﺎﺘﻜﻟاو ،. ﻖﯿﺒﻄﺘﻟاو ﺔﯾﺮﻈﻨﻟا ﻲﻓ سرد. (ب) ﻊﻣ ﺔﻗﻼﻌﻟا نﻮﻜﺗ ﻞﻤﻌﻟا ، طﺎﺒﻀﻧﻻا ، ﺔﯿﺤﺼﻟا ةﺎﯿﺤﻟا ، ﺔﯿﻟوﺆﺴﻤﻟا ، ﻢﮭﻔﻟا ، قﺪﺼﻟا ةرﻮﺻ ﻲﻓ ﺔﺳوﺮﻐﻣ تاﺬﻟا ﺴﻤﻟا ﺶﯿﻌﻟا ، ﻲﻘﻄﻨﻤﻟا ﺮﯿﻜﻔﺘﻟا ، دﺎﺠﻟا عاﺪﺑﻹا ، ﺔﯿﻨﯾﺪﻟا تﺎﺳارﺪﻠﻟ سﺎﻤﺤﻟا ، ﺲﻔﻨﻟﺎﺑ ﺔﻘﺜﻟا ، ﻞﻘﺘ ﺔﺤﺼﻟا ﻰﻠﻋ ﺔﻈﻓﺎﺤﻤﻟا و ةدﺎﺒﻌﻟا ﻲﻓ دﺎﮭﺘﺟﻻا ، ةدﺎﺠﻟا ﺔﺳارﺪﻟا ، دﺎﺠﻟا ﻞﻤﻌﻟا ،. (ج) عرﺰﺗ ، قﻼﺧأ ﻢﮭﯾﺪﻟو ، ﻦﯿﻌﯿﻄﻣ اﻮﻧﻮﻜﯾ نأ بﻼﻄﻟا ﻢﯿﻠﻌﺗ ﻞﻜﺷ ﻲﻓ بﻼﻄﻟا ﻢﮭﺋﻼﻣز ﻊﻣ تﺎﻗﻼﻌﻟا ﯾارد ﻰﻠﻋ اﻮﻧﻮﻜﯾ نأو ، ﺎ ﻤﺋاد ﺔﺳورﺪﻣو ، ﺔﻋﺎﻄﻟاو ، ﺎ ﻤﺋاد ءﺎﻗﺪﺻﻷا ةﺪﻋﺎﺴﻣو ، ﻢﮭﺴﻔﻧﺄﺑ ﺔ ﺔﻓﺮﻌﻣو ، ﻦﯾﺮﺧﻵا بﻼﻄﻟا ﻊﻣ ﻢﮭﺴﻔﻧأ ﻊﺿوو ، ﻦﯾﺮﺧﻵا ءﺎﻗﺪﺻﻷا تازﺎﺠﻧإ ماﺮﺘﺣاو خﻮﯿﺸﻟا مﺮﺘﺣا ، تازﺎﺠﻧﻹا مﺮﺘﺣا ، ﺔﺠﺿﺎﻧ ﺮﻜﻓ ، ﺔﻨﺴﺣ ةوﺪﻗ ﻦﻛ ﺎ ﻤﺋاد ، ﻢﮭﺗﺎﻣاﺰﺘﻟاو ﻢﮭﻗﻮﻘﺣ ﻢﯿﻟﺎﻌﺘﻟا ﺬﻔﻧ ، ﻦﯾﺮﺧﻵا ءارآ مﺮﺘﺣا ، بﺎﺒﺸﻟا ﺐﺣأ ، ، ﺾﻌﺒﻟا ﻢﮭﻀﻌﺑ ﻊﻣ نوﺎﻌﺗ ، ﺔﯿﻘﯿﻘﺤﻟا ةدﺎﯿﻘﻟا حورو ، ﺔﺋدﺎھ حور ﻢﮭﯾﺪﻟ. (د) ، رﻮھﺰﻟا ﺔﯾﺎﻋر ﻞﻜﺷ ﻲﻓ ﺔﺌﯿﺒﻟا ﻊﻣ تﺎﻗﻼﻌﻟا عرﺰﺗ ﺔﯿﺳرﺪﻤﻟا ﺔﺌﯿﺒﻟا ﺔﯾﺎﻋر لﻼﺧ ﻦﻣ ﺾﻌﺒﻟا ﻢﮭﻀﻌﺑ ةﺪﻋﺎﺴﻣو ، ﺔﺌﯿﺒﻟا ﻒﯿﻈﻨﺘﻟ ﺔﯾﺪﺒﻌﺘﻟا ﻞﻤﻌﻟاو ﻋارزو ، ﺔﻣﺎﻤﻘﻟا ﺲﯿﻟو ، ﺎﮭﯿﻟإ نﻮﺟﺎﺘﺤﯾ ﻦﯾﺬﻟا ﻦﯾﺮﺧﻵا ﺔﯾﺎﻋرو نوﺎﻌﺘﻟاو ، رﺎﺠﺷﻷا ﺔ قﺪﺼﻟاو ، ﻲﺌﯿﺒﻟا ﺐﺤﻟا ﻦﻋ ﻢﯿﻟﺎﻌﺗ ءﺎﻄﻋإو ، لدﺎﺒﺘﻤﻟا. ﺔﯿﺣﺎﺘﻔﻤﻟا تﺎﻤﻠﻜﻟا: تﺎﯿﺼﺨﺸﻟا ﺔﯿﺑﺮﺗ ، ﺔﯿﻣﻼﺳإ ﺔﯿﻠﺧاد ﺔﺳرﺪﻣ دﻮﺟو

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