<![CDATA[Moral decline among adolescents indicates that education has not yet fully succeeded in shaping students of good character. One approach widely applied to address this issue is boarding school education, as it allows for a more intensive character-building process through habit formation and role modeling. However, most previous studies have focused primarily on the outcomes of character development, while the implementation process based on a systematic theoretical framework has not yet been extensively examined. This study offers an analysis using Thomas Lickona’s three-component theory of character moral knowing, moral feeling, and moral action to understand the character-building process more comprehensively. The study aims to describe the implementation of character-building at the MAN 1 Surakarta boarding school. The study employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and were analyzed through data reduction, data presentation, and drawing conclusions. The results of the study indicate that character development occurs through the integration of classroom learning, the study of the Ta’lim Muta’allim text, habit formation, modeling, and supervision by teachers, mentors, and the Religious Program Student Organization (OPPK). This process fosters moral understanding, inner awareness, and behavioral habits of discipline, responsibility, and independence. This study concludes that the MAN 1 Surakarta dormitory serves as an effective environment for holistic and sustainable character formation. ABSTRAK Degradasi moral di kalangan remaja menunjukkan bahwa pendidikan belum sepenuhnya berhasil membentuk peserta didik yang berkarakter. Salah satu pendekatan yang banyak diterapkan untuk mengatasi persoalan tersebut adalah pendidikan berbasis asrama, karena memungkinkan proses pembinaan berlangsung lebih intensif melalui pembiasaan dan keteladanan. Namun, sebagian besar penelitian sebelumnya lebih banyak menyoroti hasil pembentukan karakter, sementara proses implementasinya berdasarkan kerangka teoritis yang sistematis masih belum banyak dikaji. Penelitian ini menawarkan analisis menggunakan teori tiga komponen karakter Thomas Lickona, yaitu moral knowing, moral feeling, dan moral action, untuk memahami proses pembentukan karakter secara lebih utuh. Penelitian ini bertujuan mendeskripsikan implementasi pembentukan karakter di asrama MAN 1 Surakarta. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembentukan karakter berlangsung melalui integrasi pembelajaran di kelas, kajian kitab Ta’lim Muta’allim, pembiasaan, keteladanan, dan pengawasan oleh guru, pembina, dan Organisasi Pelajar Program Keagamaan (OPPK). Proses tersebut membentuk pemahaman moral, kesadaran batin, serta kebiasaan perilaku disiplin, tanggung jawab, dan kemandirian. Penelitian ini menyimpulkan bahwa asrama MAN 1 Surakarta merupakan lingkungan yang efektif dalam membentuk karakter peserta didik secara holistik dan berkelanjutan.]]>
