<![CDATA[Transformasi sosial-digital menuntut penguatan peran keluarga dalam pendidikan karakter remaja, khususnya pada jenjang madrasah tsanawiyah. Program pengabdian kepada masyarakat ini bertujuan mengembangkan dan mengimplementasikan model T.A.D.A.R.U.S. sebagai kerangka operasional dalam membina akhlak berbasis kolaborasi antara keluarga dan sekolah di MTsN 2 Klaten, Jawa Tengah. Metode yang digunakan adalah pendekatan kualitatif partisipatif dengan tiga tahapan utama, yaitu persiapan, pelaksanaan, dan evaluasi, dengan pengumpulan data melalui observasi, wawancara, angket, dan dokumentasi yang dianalisis secara deskriptif kualitatif. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman dan keterlibatan orang tua dalam pendidikan karakter anak, serta perubahan perilaku siswa terutama dalam kedisiplinan ibadah, komunikasi, dan penggunaan gawai secara bijak. Program pembiasaan ibadah, literasi keluarga, serta penguatan adab digital terbukti efektif dalam membentuk karakter siswa secara holistik, sementara kemitraan antara sekolah dan orang tua semakin kuat melalui komunikasi terstruktur dan kegiatan parenting berkelanjutan. Evaluasi melalui rapor akhlak keluarga menunjukkan peningkatan pada indikator kejujuran, tanggung jawab, adab lisan, disiplin ibadah, dan adab digital. Dengan demikian, model T.A.D.A.R.U.S. dapat menjadi pendekatan aplikatif dan berkelanjutan dalam penguatan pendidikan karakter berbasis nilai Islam serta berpotensi direplikasi di madrasah lain dengan karakteristik serupa. Socio-digital transformation demands the strengthening of the family’s role in adolescent character education, particularly at the madrasah tsanawiyah (Islamic junior secondary school) level. This community service program aims to develop and implement the T.A.D.A.R.U.S. model as an operational framework for fostering moral character through collaboration between families and schools at MTsN 2 Klaten, Central Java. The method employed is a participatory qualitative approach consisting of three main stages: preparation, implementation, and evaluation. Data were collected through observation, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative techniques. The results indicate a significant improvement in parents’ understanding and involvement in their children's character education, as well as positive changes in students’ behavior, particularly in religious discipline, communication, and responsible use of digital devices. Programs such as habituation of worship, family literacy, and strengthening digital ethics proved effective in shaping students’ character holistically, while the partnership between school and parents became stronger through structured communication and continuous parenting programs. Evaluation through the family moral report card showed improvements in indicators such as honesty, responsibility, verbal manners, religious discipline, and digital ethics. Therefore, the T.A.D.A.R.U.S. model can serve as an applicable and sustainable approach to strengthening character education based on Islamic values and has the potential to be replicated in other madrasahs with similar characteristics.]]>
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