Value Transmission in Shaping Students’ Disciplinary Character at Pondok Pesantren Baitul Qu’ran Wonogiri
DOI:
https://doi.org/10.59944/postaxial.v4i1.2066Keywords:
Value Transmission, Disciplinary Character, Islamic Boarding School, Character EducationAbstract
This study aims to analyze the process of value transmission in shaping the disciplinary character of students at Pondok Pesantren Baitul Quran Wonogiri. The research employed a qualitative approach with a case study design to explore how institutional values are internalized and practiced in the daily educational environment of the Islamic boarding school. The study involved 30 student participants selected purposively as the primary informants, supported by interviews with teachers and boarding school administrators. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques based on the interactive model of qualitative analysis. The findings reveal that value transmission in the formation of students’ disciplinary character is carried out through four principal strategies: role modeling by teachers and caregivers, habituation through structured daily routines, implementation of institutional regulations, and reinforcement through reward and punishment mechanisms. The results indicate that 86.7% of students demonstrated a high level of disciplinary compliance in daily worship and learning activities, 80.0% consistently adhered to institutional regulations, 76.7% showed punctuality in attending scheduled activities, and 83.3% exhibited responsibility in completing assigned duties. These findings suggest that systematic value transmission significantly contributes to the development of disciplinary character among students within the pesantren environment. In conclusion, the disciplinary character of students at Pondok Pesantren Baitul Quran Wonogiri is strongly influenced by the effective internalization of institutional values through integrated educational practices embedded in the boarding school culture. The study underscores the importance of consistent value transmission mechanisms in strengthening character education within Islamic boarding school institutions.
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