<![CDATA[The phenomenon of moral decadence among santri has become a major challenge for Islamic educational institutions due to technological advancement, social influences, and the declining internalization of Islamic values. This condition requires an educational approach that not only emphasizes the transmission of religious knowledge but also systematically develops students' moral character. This study aims to: (1) describe the planning of the implementation of Manhaj Tarbiyyah An-Nabawiyyah in addressing moral decadence among santri; (2) examine its implementation in the moral development process; and (3) formulate an implementation model at Madrasah Diniyah Al-Hasan. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, teachers, and santri. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that the implementation of Manhaj Tarbiyyah An-Nabawiyyah begins with systematic planning, including the preparation of moral education programs, the establishment of school regulations, the organization of religious activities, the habituation of religious practices, and coordination among school leaders and teachers. Its implementation is carried out through Abdullah Nashih Ulwan's five educational methods: uswah hasanah (role modeling), ta'wid (habituation), mau'izhah (advice), mulahazah (supervision), and targhib wa tarhib (encouragement and corrective discipline). The integrated application of these methods strengthens students' religious character, discipline, responsibility, and moral awareness. The proposed implementation model demonstrates that successful moral development depends on systematic planning, consistent implementation, continuous evaluation, and educators' exemplary conduct.]]>
