Peningkatan Karakter Santri Melalui Pembelajaran Hadist Arba'in Nawawi di Pondok Modern Muhammadiyah Markaz Qur'ani Kediri

Abstract

The development of students' character is one of the primary objectives of education in Islamic boarding schools (pesantren). In this context, the Hadith Arba’in Nawawi holds significant potential as a medium for character education due to its rich content of fundamental Islamic moral and ethical values. This study aims to examine the implementation of Hadith Arba’in Nawawi as a teaching material at Pondok Modern Muhammadiyah Markaz Qur’ani Kediri, focusing on how the hadiths contribute to character development among students, as well as the supporting and inhibiting factors that influence the effectiveness of the learning process.

This research employs a descriptive qualitative approach, using data collection techniques such as observation, in-depth interviews, and documentation. Thematic analysis was conducted to obtain a comprehensive understanding of the implementation and impact of Hadith Arba’in Nawawi learning on students’ behavior and moral development.

The findings reveal that the character enhancement method through Hadith Arba’in Nawawi learning emphasizes not only memorization, but also deep understanding and practical application in daily life. Core values such as discipline, honesty, responsibility, and respect for others are the central focus instilled through this learning model. Supporting factors for the program’s success include the religious environment of the pesantren, consistent role modeling by the ustadz, and a well-structured daily routine. Conversely, challenges stem from the students’ diverse backgrounds, fluctuating learning motivation, and limited access to interactive learning media. Nevertheless, the Hadith Arba’in Nawawi learning remains effective in fostering sustainable character development.

This study offers a meaningful contribution to the advancement of Islamic values-based character education and can serve as a valuable reference for educational institutions in designing applicable and contextually relevant religious learning strategies.