<![CDATA[This study aims to analyze the concept of character education based on tasawuf (Islamic mysticism) as articulated in the book Salalim al-Fudhala by Sheikh Nawawi al-Bantani. The contemporary moral crisis among Indonesian youth has reignited scholarly interest in the spiritual roots of character formation found in classical Islamic literature, particularly the works of nineteenth-century Nusantara scholars. Salalim al-Fudhala, a commentary on Hidayat al-Adzkiya' ila Tariq al-Awliya' by Sayyid Zayn al-Din al-Malibari, presents a structured pathway for ethical and spiritual cultivation that remains pedagogically relevant. Employing a qualitative-descriptive approach with library research design, this study uses content analysis combined with hermeneutic interpretation, supported by descriptive and taxonomic analysis. The primary data source is the Arabic text of Salalim al-Fudhala, while secondary sources comprise scholarly works on tasawuf, character education, and the intellectual biography of Sheikh Nawawi. The findings reveal that Sheikh Nawawi al-Bantani articulates fourteen principal character values rooted in the maqamat (spiritual stations) of tasawuf, including knowledge ('ilm), repentance (tawbah), asceticism (zuhd), scrupulousness (wara'), spiritual struggle (mujahadah), trust (tawakkul), sincerity (ikhlas), patience (sabr), gratitude (shukr), and divine love (mahabbah). The methodology of character formation follows a triadic process of takhalli (purification), tahalli (adornment with virtues), and tajalli (manifestation of divine reality), supported by riyadhah (spiritual exercise), muhasabah (self-evaluation), and muraqabah (self-watchfulness). The relevance of these concepts to contemporary character education lies in the integration of cognitive, affective, and spiritual dimensions, offering a holistic alternative to predominantly behavioristic models. The study concludes that Salalim al-Fudhala constitutes a viable epistemological resource for revitalizing character education in Indonesia, particularly within pesantren and madrasah contexts.]]>
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