Institutionalization of Character Education in Madrasah Culture: A Qualitative Case Study in MIN 3 Way Kanan
DOI:
https://doi.org/10.61094/arrusyd.v5i1.249Keywords:
Character Education, Islamic Elementary School, Learning DynamicsAbstract
This study aims to analyze the process of institutionalizing character education within the culture of MIN 3 Way Kanan, specifically how character values are integrated into daily practices, learning activities, and the institutional culture of the madrasa. The study uses a qualitative approach with a case study design. Data was collected through interviews with the head of the madrasa, teachers, students, and parents, as well as through observation and documentation of character education activities and programs. The data was analyzed interactively through data condensation, data presentation, and drawing and verifying conclusions. The validity of the data was strengthened through source and technique triangulation. The research results show that the institutionalization of character education at MIN 3 Way Kanan has developed from informal practices of habituation and role modeling toward a more structured management of character education. This process includes getting students used to religious activities, teacher role models, active student participation, integrating character values into lessons and school activities, as well as developing monitoring and evaluation. Religious values, discipline, honesty, responsibility, cooperation, and environmental care have become part of the daily life of the school community. The institutionalization process is supported by school leadership, consistent teacher role modeling, student participation, and parental support, but still faces challenges such as consistency in implementation and assessment, academic-administrative workload, limited facilities, and varying levels of family support. This study emphasizes that character education will be more sustainable when character values are not only programmed but also institutionalized through culture, role modeling, habituation, curriculum integration, monitoring, evaluation, and continuous adaptation.
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