<![CDATA[Classical Islamic moral texts remain central to character education in pesantren, yet the ways educators translate their ethical teachings into everyday practices require contextual examination. This study aimed to analyse the implementation of Kitab Akhlak Lil Banat at Pondok Pesantren Darul Falah, focusing on teaching strategies, habituation, perceived behavioural changes, and implementation barriers. A descriptive qualitative and exploratory approach examined nine responses from one semi-structured interview with an ustadzah directly involved in teaching. Interview statements were coded, grouped into categories, and interpreted across five themes; institutional information was used solely as contextual background. The findings showed that instruction followed Volume 1 and combined reading, explanation, questions and answers, repetition, advice, modelling, and examples drawn from daily life. The ustadzah perceived improvements in some students’ respect for teachers, polite speech, and relationships with peers, while reporting uneven Arabic comprehension, variable concentration, and inconsistent habituation. These behavioural changes were informant perceptions rather than independently verified outcomes. The study identifies linguistic adaptation and pedagogical mediation as analytically important links between classical texts and moral practice. It implies that pesantren educators should combine accessible textual explanations with sustained modelling, contextual practice, and formative monitoring, while future multi-informant studies should examine actual behavioural development.]]>
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