Increasing Students’ Responsibility at Nurul Jadid Paiton Islamic Boarding School Through Disciplinary Character Education
DOI:
https://doi.org/10.31958/jeh.v10i2.16231Keywords:
Character Education, Discipline, ResponsibilityAbstract
The purpose of this study is to investigate how disciplinary character education helps incoming students in the Nurul Jadid Paiton Islamic Boarding School’s Az-Zainiyah neighbourhood become more responsible. The phenomenon of adolescents’ waning self-discipline and responsibility, which is also observed in incoming pupils at the Islamic boarding school, serves as the study’s backdrop. This research employs a case study methodology in conjunction with a descriptive qualitative technique. Participatory observation, recordkeeping, and in-depth interviews are some methods of gathering data. According to the study’s findings, students’ feelings of responsibility and disciplined attitudes can be effectively shaped by the character education approach that uses role models, habituation, and close monitoring. The cooperative ethos of the Islamic boarding school, the active participation of guardians, and a favourable Islamic boarding school environment all contribute to the success of this approach. In the meantime, early opposition to norms and the diverse origins of pupils are deterrents. Changes in student behaviour that are tracked in areas like time management, task accountability, and adherence to daily rules demonstrate the efficacy of this approach. According to this study, similar tactics should be used in character development programs in other boarding school settings. However, this qualitative case study is limited to a single Islamic boarding school context, which may restrict the generalizability of the findings to other boarding-based educational institutions.
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