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CHARACTER COACHING TRANSFORMATION IN TRANSITION: A CASE STUDY AT PONDOK PESANTREN DARUL MUKHLISIN, PADANG LAMPE
Last modified: 2025-07-29
Abstract
Character building is a fundamental aspect of education, particularly within Islamic boarding schools. Darul Mukhlisin Islamic Boarding School in Padang Lampe, as a long-standing Islamic educational institution, has undergone significant transformations in its approach to character education over time. This study aims to describe and critically analyze the transformation processes in character building at the pesantren, especially during the transition from the pandemic phase to the post-pandemic normal phase. This research employs a qualitative method with a case study approach. Data were collected through interviews with key stakeholders at the Islamic boarding school and through documentation analysis involving institutional archives and the curriculum. The data were analyzed descriptively using qualitative methods, supported by triangulation techniques to enhance the validity and reliability of the findings. The results reveal that the Darul Mukhlisin Islamic Boarding School underwent several notable phases in character education. During the early pandemic phase, character building was conducted entirely online over a 30-day period. In the subsequent transition phase, the school adopted a hybrid model—15 days online and 15 days offline. Eventually, as conditions stabilized, the institution returned to a fully offline model, implementing a more flexible and integrative one-month program. Character building has also been formally recognized as a graduation requirement for UMI students, carrying six academic credits. The school continues to adapt its programs to remain relevant to contemporary educational demands. Several key factors have driven this transformation: (1) the increasingly complex dynamics of modern life, (2) rising societal expectations for educational quality, and (3) the pesantren’s growing awareness of the need to adapt to change. These changes are reflected in the revised curriculum, updated pedagogical methods, and enhanced extracurricular offerings. This study contributes to the discourse on Islamic education, particularly in the domain of character formation. The findings offer valuable insights for other Islamic educational institutions aiming to improve character education in line with evolving societal and technological contexts.
Moreover, the study provides important considerations for policymakers in designing educational frameworks that respond to the needs of the digital era.
Moreover, the study provides important considerations for policymakers in designing educational frameworks that respond to the needs of the digital era.
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