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All Journal Didaktika Religia Al-Hayat: Journal of Islamic Education
Agus Dwi Santosa, Agus Dwi
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Religion Humanities Education Social Sciences Other

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Implementasi Pendidikan Karakter dalam Membangun Kemandirian dan Disiplin Siswa di MTsN Kanigoro Kras Kab. Kediri Santosa, Agus Dwi
Didaktika Religia Vol. 2 No. 1 (2014): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.205 KB) | DOI: 10.30762/didaktika.v2i1.131

Abstract

This study tries to answer the following questions: 1) How is the implementation of character education in self-reliance and discipline to build students character in MTsN Kanigoro, Kras District, Kediri; 2) What factors that influence the implementation of character education in self reliance and discipline to build students character in MTsN Kanigoro Kras District. Kediri. This study uses a qualitative approach with case study method. The results reveal that character education is implemented through planning, integrated implementation through instruction, character building through self-development, while factors influencing the implementation are classified into two: internal and external factors.
Implementasi Pendidikan Karakter dalam Membangun Kemandirian dan Disiplin Siswa di MTsN Kanigoro Kras Kab. Kediri Santosa, Agus Dwi
Didaktika Religia Vol. 2 No. 1 (2014): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v2i1.131

Abstract

This study tries to answer the following questions: 1) How is the implementation of character education in self-reliance and discipline to build students character in MTsN Kanigoro, Kras District, Kediri; 2) What factors that influence the implementation of character education in self reliance and discipline to build students character in MTsN Kanigoro Kras District. Kediri. This study uses a qualitative approach with case study method. The results reveal that character education is implemented through planning, integrated implementation through instruction, character building through self-development, while factors influencing the implementation are classified into two: internal and external factors.
Beyond Normative Frameworks: The Pesantren Model as a Practical Blueprint for Taxonomy of Rehabilitation in Prisons Musaddad, Anwar; Santosa, Agus Dwi; Dariyanto; Musoffa, Moch. Yusron; Utami, Pratiwi Tri
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.268

Abstract

This study addresses a critical gap in the literature by systematically assessing the practical implementation of Islamic education for inmates, moving beyond the conventional focus on merely documenting Islam in prisons. Drawing on Fousberg and Douglas's rehabilitation taxonomy, which conceptualises the progressive steps of inmate rehabilitation, this research explicitly examines the transition from theoretical classification to concrete implementation. The study shows how the Pesantren model actively operationalises this normative framework into practical moral and social rehabilitation. This study employed a qualitative multiple-case study design conducted in Class II prisons across Kediri, Jombang, Blitar, and Nganjuk, East Java, Indonesia. Using purposive sampling, researchers selected 45 participants, including inmates, prison officers, and Islamic educators. Researchers collected data through semistructured interviews, direct observations, and documentation. Methodological and source triangulation were applied to ensure the trustworthiness of the data, while thematic analysis was utilised to identify and categorise implementation patterns of Islamic education in inmate rehabilitation. The originality of this study lies in offering a novel, replicable framework that transforms abstract rehabilitation concepts into actionable, real-world educational interventions. By doing so, this model contributes to the broader objective of Sustainable Development Goal 4, with the Pesantren model promoting inclusive and equitable quality education within prisons. The study's limitations prominently include its focus on moderate-security prisons and the specific context of Muslim-majority countries. Therefore, researchers need to conduct further studies to evaluate how these findings can apply to high-risk facilities and nations with different religious demographics.
Co-Authors Dariyanto Musaddad, Anwar Musoffa, Moch. Yusron Utami, Pratiwi Tri