Analysis of Ta'limul Muta'alim Learning in Strengthening Students' Character Education
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Keywords:
Ta’limul muta’alim learning, student character education, vocational educationAbstract
Character education in vocational high schools (SMK) faces persistent challenges due to the dominance of technical competency-based learning, which marginalizes moral and affective dimensions. This study aims to analyze the implementation of Ta'limul Muta'allim learning in strengthening character education at State Vocational High School Darul Ulum Muncar. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman's interactive model with source and technique triangulation. The findings reveal that Ta'limul Muta'allim is systematically integrated through three interconnected stages: planning anchored in lesson plans emphasizing ethical values, implementation through daily habituation and teacher role-modeling, and holistic evaluation encompassing cognitive, affective, and behavioral dimensions. Notably, this study demonstrates that the integration of classical Islamic learning ethics within a formal vocational school context effectively fosters positive student character, particularly in discipline, honesty, responsibility, and respect for teachers, aligned with Lickona's moral knowing, moral feeling, and moral action framework. The novelty of this study lies in its contextual adaptation of Ta'limul Muta'allim beyond pesantren settings into SMK, offering a replicable model for character-based vocational education. Theoretically, the findings enrich Islamic character education discourse in formal schooling; practically, they provide a reference model for SMK educators in developing character-strengthening strategies through classical Islamic values.
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