THE ROLE OF TEACHERS IN THE INTERNALIZATION OF TA’LIM AL-MUTA’ALIM VALUES IN THE CHARACTER FORMATION OF STUDENTS AT MADRASAH TSANAWIYAH NEGERI 7 JOMBANG

Kriswantoro, 2025: The Role of Teachers in the Internalization of Ta’lim al-Muta’allim Values in the Character Formation of Students at MTsN 7 Jombang. Thesis. Department of Islamic Religious Education, Faculty of Islamic Studies, Darul Ulum University, Jombang.
This study aims to examine the role of teachers in the internalization of Ta’lim al-Muta’allim values in the character formation of students at MTsN 7 Jombang. The background of this research is the decline in students’ manners, politeness, and morals. The researcher employed a qualitative approach with a descriptive case study design, in which data were collected through observation, in-depth interviews with teachers and students, as well as related documentation. The data were then analyzed using data reduction, data presentation, and conclusion drawing.
The results of the study show that teachers play a significant role in the internalization of Ta’lim al-Muta’allim values by integrating the book Ta’lim al-Muta’allim into the local content (mulok) curriculum, motivated by the observed decline in students’ manners, politeness, and morals. In lesson planning, learning activities begin with writing, note-taking, meaning analysis, reading, reviewing, and direct face-to-face sessions, which are closely related to the sorogan method. Teachers also provide translated versions of the Ta’lim al-Muta’allim book to make the learning process easier to understand. Character formation is further supported through habituation programs both inside and outside of school, such as reciting the Qur’an, chanting shalawat, performing Duha and Dhuhr prayers in congregation, giving charity every Friday, as well as implementing the 5S culture (Salam, Smile, Greeting, Politeness, Courtesy). Outside school, students engage in activities such as social service, tree planting, distributing takjil during Ramadan, distributing zakat, and organizing religious events.
Supporting factors include parental involvement, teachers’ roles, community environment, and school policies. Meanwhile, inhibiting factors consist of students’ low awareness, lack of parental support and involvement, limited religious education within the family, insufficient parental attention, as well as negative influences from media and free association.
Keywords: Ta’lim al-Muta’allim, teachers’ role, student character