PERAN KETELADANAN MUSYRIF DALAM PEMBINAAN AKHLAK SANTRI SMP DI PONDOK PESANTREN DARUL MUSLIMIN MUHAMMADIYAH PARE KEDIRI

Abstrak

Penelitian ini dilatarbelakangi oleh kesenjangan perilaku santri SMP di Pondok Pesantren Darul Muslimin Muhammadiyah Pare Kediri yang bersikap santun di hadapan musyrif namun berperilaku negatif di antara sesama teman. Kondisi ini mengindikasikan bahwa internalisasi akhlak belum sepenuhnya terjadi sehingga diperlukan kajian mendalam mengenai peran keteladanan musyrif sebagai figur pendamping santri selama dua puluh empat jam. Penelitian ini bertujuan untuk mendeskripsikan peran keteladanan musyrif dalam pembinaan akhlak santri SMP dan mengidentifikasi faktor pendukung serta penghambatnya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis studi kasus. Data dikumpulkan melalui wawancara dengan 2 musyrif dan 6 santri SMP yang mewakili kelas 7, 8, dan 9, observasi, serta dokumentasi. Analisis data dilakukan melalui tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber, triangulasi teknik. Hasil penelitian menunjukkan bahwa keteladanan musyrif berperan signifikan dalam pembinaan akhlak santri SMP melalui dua bentuk. Keteladanan disengaja diwujudkan melalui kebiasaan hadir lebih awal di masjid, berpakaian rapi saat membangunkan santri, menjadi imam shalat Subuh, memulai persiapan Tahajud lebih awal, tidak tidur saat halaqah, serta mengaji malam di tempat yang dapat disaksikan santri. Keteladanan tidak disengaja terwujud melalui kepribadian musyrif sehari-hari yang secara alami menjadi cermin bagi santri, meliputi menjaga lisan, penampilan dan muru'ah, mengayomi santri secara tulus, serta bersikap jujur dan tegas namun tetap dekat. Kedua bentuk keteladanan tersebut diperkuat oleh metode pendukung yang berjalan secara organik. Meskipun demikian, internalisasi akhlak belum sepenuhnya konsisten karena perubahan perilaku sebagian santri masih bersifat situasional. Faktor pendukung yang paling dominan adalah keteladanan musyrif yang baik, diperkuat oleh peraturan pesantren yang konsisten, lingkungan yang kondusif, program kegiatan yang terstruktur, komunikasi dan pendampingan yang intensif, serta dukungan asatidz dan wali santri. Adapun faktor penghambat utama adalah pengaruh negatif teman sebaya, kemalasan dari dalam diri santri, latar belakang santri yang beragam, minimnya komunikasi wali santri, keterbatasan sarana prasarana, serta belum konsistennya keteladanan pada beberapa musyrif.

This research is motivated by a behavioral gap among junior high school students at Darul Muslimin Muhammadiyah Islamic Boarding School, Pare Kediri, where students display polite behavior in front of Musyrif but exhibit negative behavior among peers. This condition indicates that moral internalization has not been fully achieved, necessitating an in-depth study of the role of Musyrif's exemplary conduct as a figure who accompanies students for twenty-four hours. This research aims to describe the role of Musyrif's exemplary conduct in moral development of junior high school students and identify its supporting and inhibiting factors. This research employs a descriptive qualitative approach with a case study design. Data were collected through interviews with 2 Musyrif and 6 junior high school students representing grades 7, 8, and 9, observation, and documentation of pesantren activities. Data analysis was conducted through three stages: data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation and technique triangulation. The results show that Musyrif's exemplary conduct plays a significant role in students' moral development through two forms. Intentional exemplary conduct is manifested through habitual early arrival at the mosque, being neatly dressed when waking students, leading Subuh prayers, starting Tahajud preparations earlier than students, staying awake during halaqah, and reciting the Quran at night in places visible to students. Unintentional exemplary conduct is reflected through Musyrif's daily personality that naturally becomes a mirror for students, including guarding speech, maintaining appearance and dignity, sincerely nurturing students, and being honest and firm yet approachable. Both forms are reinforced by supporting methods that run organically. Nevertheless, moral internalization has not been fully consistent as behavioral changes among some students remain situational. The most dominant supporting factor is Musyrif's good exemplary conduct, reinforced by consistent pesantren regulations, conducive environment, structured activity programs, intensive communication and mentoring, as well as support from teachers and parents. The main inhibiting factors are negative peer influence, students' internal laziness, diverse student backgrounds, lack of communication with parents, limited facilities, and inconsistency in exemplary conduct among some Musyrif.