History

Islamic boarding schools are one of the educational institutions that are expected to be able to build Islamic character for all students who produce graduates who have various competencies to deal with various changes in the current era. legality is needed both in the world of work and in the world of education for pesantren graduates. Therefore, Character Education in Islamic Boarding Schools is very important to balance the existing knowledge in Islamic boarding schools and schools with Kyai leadership management. Research is really needed with a focus on the problem of Kyai Leadership Management in Character Education, the objectives are: 1) Knowing the material and character education developed by the Cipasung Islamic Boarding School and the Sukamanah Islamic Boarding School. 2) Knowing the implementation used in the character education process developed by Cipasung and Sukamanah Islamic Boarding Schools. 3) Knowing the results of graduates of the character education of students which are the result of the educational process at modern Cipasung and Sukamanah Islamic boarding schools. The theory underlying this research is as follows: 1) Love of God and truth, 2) Responsibility, discipline, and independence, 3) Trust, 4) Respect and manners, 5) Compassion, concern, and cooperation, 6) Trust self, creative, and never give up, 7) Fair and spirited leadership, 8) Kind and humble, 9) Tolerant and peace-loving. Research methods and procedures refer to a qualitative research approach. the location of the research was carried out at the Cipasung Islamic Boarding School and the Sukamanah Tasikmalaya Islamic Boarding School. The main findings of this study are. 1) The objectives and materials applied by Kyai in Islamic boarding schools are Character Education in paternalistic religious education based on religious values based on the character of the Prophet Muhammad SAW. 2) Implementation of character education developed in Islamic boarding schools, 3) Knowing the results of graduate learning that is applied is totality education by prioritizing the application of all knowledge in everyday life and students' perceptions of the character education they experience in Islamic boarding schools. The implications of these findings are: 1) The goals and materials for religious paternalistic character education by setting the goals and content of character education. 2) implementation of character education developed in Islamic boarding schools. 3) knowing the results of graduate learning that is applied is leadership totality education by prioritizing the application of all knowledge in everyday life and students' perceptions of the character education they experience at Islamic boarding schools