School Learning Management as An Efforts to Create Students with

Boarding


Introduction
The growth and development of education can be seen from the number of existing institutions starting at the elementary and secondary school levels that provide services that are different from other institutions. There are excellent primary or secondary schools, plus primary or secondary schools, integrated primary or secondary schools, Islamic primary or secondary schools and so on. Each school seeks to provide models and forms of learning that show its characteristics and advantages. The amount of competition requires each institution to have excellence/characteristics and environmental influences that impact student behavior, so learning management is needed to produce knowledgeable students with character. The phenomenon of public morality from all walks of life is decreasing and tends to ignore the values of faith and propriety that the Indonesian people have tightly held. The invasion of imported cultures that ignore Islamic values leads to deviations in morality, morality, aqidah, and fait. So boarding school Jurnal Keagamaan dan Pembelajarannya Vol. 5, No. 2, September 2022 Agus Muhariyoto Boarding School Learning Management as An Efforts to Create Students with Character is a solution that implements the integration between the national curriculum and the pesantren foundation.
Management is a series of activities that is the process of managing cooperative efforts of human groups who are members of educational organizations to achieve predetermined educational goals to be effective and efficient. 1 Moreover, these human resources have knowledge that must be managed effectively as a valuable asset. 2 Learning is assistance provided by educators so that there is a process of acquiring knowledge and knowledge, mastering skills and character and forming attitudes and beliefs in students. Meanwhile, learning is an interactive process between students and educators and learning resources in a learning environment. Good learning management must pay attention to planning, implementation, and evaluation in the process and implementation of learning.
Boarding school emerged as a concept that brings fresh air to all of the above problems because a good boarding school is strictly guarded so as not to be contaminated by negative things that may arise from peers or the surrounding environment for 24 (twenty-four) hours. Children are under the guidance and supervision of the supervising teachers and dormitory companions (murakib). During that time, children attend regular education from morning to noon at school and then continue with religious or unique values education in the evening. In this boarding school learning, the researchers did this to shape the child's character to be directed and controlled. What is meant by the character itself is a person's character, character, morals, or personality formed from internalizing various virtues that are believed and used as a basis for perspective, thinking, behavior, and acting. 3 According to Sigmund Freud, quoted by Zainal Aqib, "a character is a striving system which underly behavior." Character is defined as a collection of values embodied in a driving force system that underlies thoughts, attitudes, and behaviors that will be displayed steadily. 4 Researchers chose MTS Miftahul Ulum (Boarding School) Magersari as a place of research because researchers wanted to analyze boarding school management at MTS Miftahul Ulum (Boarding School) Magersari, why MTS Miftahul Ulum (Boarding School) Magersari chose boarding school as a unique program in educating students, especially seventh-grade students aged between 13 and 15 years. Boarding School is the same as pesantren, which requires students to live in dormitories with more emphasis on religious habits.

Method
This research is an in-depth study to obtain complete and detailed data. This study aims to get an in-depth picture of boarding school learning to form character with a qualitative approach. According to Best, the qualitative approach quoted by Sukardi is a research method that seeks to describe and interpret objects as they are. Likewise, Prasetya said that qualitative research is research that explains facts as they are. The researcher took the research place at MTS Miftahul Ulum Boarding School Magersari, located in Juwet Hamlet, Magersari Village, Plumpang District, Tuban Regency. In this case, the researcher wants to describe boarding school learning management as an effort to create character for students at MTS Miftahul Ulum (Boarding School) Magersari, Plumpang District, Tuban Regency.
This study's data collection used three techniques: in-depth interviews, participant observation, and study documents. In qualitative research, the data collected must be in the form of descriptive data exposure. The qualitative descriptive analysis technique is data analysis that produces detailed descriptions of boarding school learning at MTS Miftahul Ulum. In this case, the data analysis is carried out using three steps: data reduction, data display, and conclusion.

Results and Discussions Boarding School learning management at MTS Miftahul Ulum Magersari
Boarding School learning management at MTS Miftahul Ulum Magersari is the integration of the National Curriculum and the curriculum of the Pondok Pesantren Foundation, where the implementation is carried out in three phases, namely Diniyah Takmiliyah Wustha learning in the morning, followed by formal Madrasah Learning under the Ministry of Religion, deepening mastery of language talent and Tahfidzul Quran, and book study yellow at night. After the researchers made several observations, interviews, and documentation results from several informants related to boarding school learning at MTS Miftahul Ulum Magersari, the researchers got several findings, namely:

1.
Planning for boarding school learning at MTS Miftahul Ulum Learning planning includes: (a) learning is always adjusted to pesantren activities because MTS Miftahul Ulum is an institution under the auspices of Pondok Pesantren, (b) planning is carried out through workshops by all managers and implementers from the formal, non-formal, or madrasa teachers diniyah takmiliyah, (c) lesson plans that must be prepared are arranging the division of teaching tasks, compiling lesson schedules, compiling teaching programs and making teaching preparations, (d) formal learning planning must pay attention to content standards and the level of student needs. In this case, the school adds learning hours according to the needs of students at school (SKL, RPP, and syllabus), and (e) lesson plans are made by each teacher, both formal and non-formal teachers, with the hope that a teacher has a target to be achieved for one year semester. 2. The implementation of learning includes: (a) the implementation of learning cannot be separated from all parties, both internal and external to the school, so excellent cooperation and coordination are needed between the school (coordination and cooperation between formal, non-formal and Madrasah diniyah takmiliyah teachers) and parents. , community and so on, (b) the implementation of learning includes filling out the class progress list, managing class organization and conducting evaluation of learning outcomes, (c) filling out the class progress list as evidenced by the existence of a student progress book that is used to evaluate the progress of the learning process, (d) The implementation of learning is not only done in the classroom but also outside the classroom. For this reason, teachers must be able to choose the right strategy when learning inside or outside the classroom, and (e) the implementation of learning ends with evaluation activities, both evaluations from the academic side as evidenced by evaluations after completion of learning activities, namely daily, mid-semester and final evaluations. While the non-academic evaluation is evidenced by the assessment of the child's personality when at school and at the boarding school. semester.

Evaluation of boarding school learning at MTS Miftahul Ulum
Learning evaluations include: (a) evaluations that are carried out thoroughly both in formal and non-formal institutions, (b) combined evaluations are carried out once a month by all educators, both formal, nonformal and asatidz from Madrasah diniyah takmiliyah with the aim of getting an evaluation from the point of view of different views while getting input and solutions based on mutual consensus, (c) evaluation of each coordinator is carried out once a week according to the mutual agreement of each member, (d) evaluation by the principal is not directed to the class, but the principal is more often put forward the technical evaluation of learning when in the meeting forum and to follow up the principal delegates to his representatives. This task is followed up by collecting learning tools that the teacher must prepare, and (e) evaluation is not only carried out through meetings. The evaluation is usually carried out indirectly through casual discussions with waka-waka. Furthermore, the evaluation follow-up was carried out by the deputy principal, who was more personal in controlling both administratively and learning activities.

Boarding School Learning Management as an effort to create students with character at MTS Miftahul Ulum Magersari
The strategies used to shape the character of students include habituation of students, exemplary, giving rewards and punishments, incorporating religious material in every subject that allows it to be done (internalization of values), and

Agus Muhariyoto
Boarding School Learning Management as An Efforts to Create Students with Character creating a conducive climate and atmosphere so that character can be formed in students.

a. Habituation
Research findings regarding habituation at MTS Miftahul Ulum Magersari are through the implementation of scheduled activities starting from Diniyah Takmiliyah learning in the morning, followed by formal learning at Madrasah Tsanawiyah, skills development activities, and learning the study of Islamic boarding schools. In addition, habituation to religious activities, self-development, and social activities. Religious activities include implementing the Duha prayer, the tahajjud prayer and the congregational fardhu prayer. Social activities such as the implementation of ro'an (cleaning), social services, donations for friends or those who get a disaster.

b.
Exemplary Research findings regarding exemplary at two institutions include a) having good morals, teachers and employees provide good morals, with the ways and attitudes of those who uphold tolerance for others, b) respecting elders, even though their position as gardeners or employees, c) say good words, and d) say hello when meeting either students to students or students to teachers.

c. Reward and Punishment
Research findings regarding reward and punishment in this institution include a) giving rewards in the form of material or non-material to students who behave well and obey the rules, b) giving punishment to those who often violate the rules either at school or at the cottage, c) Calling parents for those who get a red card or commit a serious offense.

d.
Value Internalization Internalization is done by providing an understanding of the importance of religion to students. Furthermore, students always give advice about polite speech and manners to parents, teachers, and other people. In addition, the internalization process is carried out by all teachers who internalize religious teachings with their knowledge, such as biology teachers who link the material with religious values. This can be done by all teachers so that the internalization process can touch students. Moral messages conveyed by general teachers are sometimes more touching to the hearts of students, so that the internalization process will be able to enter the minds and actions of students, because they are always reminded of religious values. 5

e.
Creating a conducive atmosphere Findings regarding creating a conducive atmosphere include (a) warning each other when a friend makes a mistake or commits a violation as well as between teachers; (b) providing constructive input suggestions to friends or those who make mistakes.

Conclusions
The Boarding School Learning Management implemented at MTS Miftahul Ulum Magersari, Plumpang District, Tuban Regency is a learning that is an integration or combination between the National Curriculum and the Pondok Pesantren Foundation curriculum by applying Diniyah Takmiliyah Wustha learning in the morning, followed by formal Madrasah Learning, deepening language talent and Tahfidzul Quran, as well as the study of classical books. Learning management at MTS Miftahul Ulum Magersari focuses on the intensive learning curriculum process based on the orderly stages of planning, implementing learning processes, and evaluating learning outcomes.
Boarding school learning at MTS Miftahul Ulum Magersari to shape the character of students who are religious, independent, disciplined, caring, and responsible is carried out through (1) habituation and uswah al-hasanah while the concrete step is to interrupt the advice on each lesson or basic competency that taught, (2) exemplary by respecting all boarding school residents, spreading greetings and upholding tolerance (3) reward and punishment while concrete steps are to motivate children to always have good characters which are reflected in all children's activities, (4) internalization of values throughout subjects taught both formal schools and foundation curricula, (5) creating a conducive atmosphere such as reminding each other if someone violates the rules and giving constructive input or advice to friends who make a mistake.