IMPLEMENTASI DAILY PERFORMANCE MONITORING BERBASIS WEB DALAM PEMBINAAN ADAB SANTRI DI PONDOK PESANTREN AZMANIA PONOROGO

The rapid development of information technology has encouraged educational institutions, including Islamic boarding schools, to adopt more effective monitoring systems. At Azmania Islamic Boarding School Ponorogo, student character development was previously monitored manually, resulting in delayed record-keeping, difficulties in data management, and limited access to information for parents. This study aims to analyze the implementation of a web-based daily performance monitoring system in fostering students’ adab (Islamic manners), identify the challenges encountered during its implementation, and examine its implications.
This study employed a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and documentation involving boarding school administrators, teachers, students, and parents. Data validity was ensured through source triangulation to obtain a comprehensive and accurate understanding of the phenomenon under investigation.
The findings show that Pondok Pesantren Azmania Ponorogo has successfully shifted from manual recording of students' adab (moral conduct) to a web-based daily performance monitoring system covering eight aspects, including attendance, speaking manners, peer interaction, dress code, cleanliness, and tidiness, making the monitoring process more organized, accurate, and directly inclusive of parental involvement without waiting for scheduled visits. Nevertheless, its implementation still faces several challenges, such as inconsistent data entry by some teachers, a tendency among parents to prefer asking teachers directly rather than using the application, and a more fundamental challenge in ensuring that the recorded conduct genuinely develops into awareness rather than mere compliance driven by a sense of being watched. These challenges were addressed through weekly evaluations and gradual mentoring, leading to the understanding that the system should not be seen as the sole determinant of successful character development, but rather as part of a broader effort in which the recorded data needs to be followed up through daily habituation, strengthening of the boarding school environment, and consistent guidance from teachers and musyrif (student supervisors), so that students' conduct truly grows from their own awareness rather than situational compliance.