CHARACTER EDUCATION OF SANTRI FROM THE PERSPECTIVE OF QADIRIYYAH WA NAQSYABANDIYYAH AL UTSMANIYYAH SUFISM: Pendidikan Karakter Santri Perspektif Tasawuf Qadiriyyah Wa Naqsyabandiyyah Al Utsmaniyyah

Aminatul Fattachil ‘Izza
Mufidah Ch
Mokhamad Yahya

Ta`Limuna : Jurnal Pendidikan Islam
Vol. 15 No. 1 (2026): MARET

Karakter mejadi parameter individu dalam berpikir, berkata, serta berperilaku digadang sebagai solusi dari segala permasalahan sosial lingkungan melalui integritas kuat dalam reputasi setiap individu. Eksistensi pesantren digadang sebagai institusi pendidikan tradisional Indonesia yang adaptif dengan tantangan perubahan zaman, salah satunya melalui pendidikan karakter profetik-sufistik. Penelitian ini dikategorikan sebagai studi pustaka. Hasil penelitian menunjukkan bahwa langkah-langkah strategis pendidikan karakter santri, yaitu menanamkan pemahaman moral (pengetahuan moral) yang membedakan antara yang baik dan yang buruk, memperkuat kesadaran dan kepekaan moral (perasaan moral), serta kebiasaan perilaku nyata (tindakan moral) berdasarkan motivasi internal dan keyakinan yang kuat. Proses ini diperkuat melalui praktik-praktik Sufi yang dapat diterapkan seperti muhasabah, mu'aqabah, mu’ahadah, dan mujahadah sebagai siklus perbaikan diri, serta riyadhah dan kebiasaan ibadah terstruktur dalam kehidupan pesantren. Character, as an individual’s guiding principle in thought, speech and behaviour, is touted as the solution to all social and environmental problems through the strong integrity reflected in each individual’s reputation. Islamic boarding schools (pesantren) are regarded as traditional Indonesian educational institutions that have adapted to the challenges of changing times, one example being the prophetic-Sufi character education of the students. This research is categorised as a literature review. The results indicate that strategic steps in character education for students include instilling moral understanding (moral knowledge) that distinguishes between right and wrong, strengthening moral awareness and sensitivity (moral feelings), and fostering actual behavioural habits (moral actions) based on internal motivation and strong conviction. This process is reinforced through applicable Sufi practices such as muhasabah (reflection), mu’aqabah (punishment), mu’ahadah (commitment), and mujahadah (striving) as a cycle of self-improvement, as well as riyadah (spiritual discipline) and structured worship practices within the life of the Islamic boarding schools. Keywords: Asrori al-Ishaqi; Character Education; Qadiriyyah wa Naqsyabandiyyah; Sufism.