STRATEGI PEMBINAAN KARAKTER RELIGIUS PESERTA DIDIK DI MA'HAD KYAI AGENG HASAN BESARI MTSN 1 PONOROGO

The cultivation of religious character in madrasahs is crucial amid the challenges of globalization and the increasing prevalence of deviant behavior among adolescents. Cases of violence in educational settings, including boarding schools, highlight the need for more targeted character development. Ma’had Kyai Ageng Hasan Besari MTsN 1 Ponorogo serves as an effort to strengthen religious values through a boarding school approach. The objectives of this study are: (1) to describe the strategies for religious character development implemented at Ma’had Kyai Ageng Hasan Besari MTsN 1 Ponorogo; (2) to analyze the implications of these strategies on the religious character of students in their daily lives; (3) to identify the factors that support and hinder the implementation of religious character building strategies at Ma'had Kyai Ageng Hasan Besari.
This study uses a qualitative approach with field research. Data collection was carried out through interviews with ma'had caregivers, ustadz/ustadzah, and santri, direct observation, and documentation in the form of photographs and documents relevant to the focus of the study. Data analysis in this study includes data reduction, data presentation, and drawing conclusions to obtain in-depth and accurate results.
The results of this study are as follows: (1) The strategy for developing religious character at Ma'had Kyai Ageng Hasan Besari MTsN 1 Ponorogo is implemented through a holistic and integrated approach, including methods of worship habit formation, guidance and advice, and environmental conditioning. Activities such as congregational prayers, muhadharah, diniyah, KOSERI (sermons before rihlah), and tahfidz camp are systematically designed to instill Islamic values in the lives of students comprehensively. (2) The implementation of this development strategy has proven effective in shaping the religious character of the students, as evidenced by improvements in discipline, religious devotion, responsibility, independence, and better moral conduct. Scheduled religious activities and the exemplary behavior of caregivers are important factors in the internalization of religious values, both within and outside the ma'had environment. (3) The success of guidance is greatly influenced by supporting factors such as the personal commitment of students, family support, the active role of caregivers, and the influence of peers. However, it also faces challenges such as scheduling conflicts with school activities and the use of mobile phones. Therefore, better coordination between the school and the ma’had, as well as strengthened internal regulations, is necessary to ensure that religious character development can take place optimally.