PENGEMBANGAN KURIKULUM PENDIDIKAN KARAKTER DISIPLIN BERBASIS NILAI-NILAI MUSLIM DA’I DAN MUJAHID DI PESANTREN DARUL AMAN GOMBARA MAKASSAR

This study aims to describe the implementation and implications of the development of a disciplined character education curriculum based on Muslim, Da'i, and Mujahid values (MuDaMu) at the Darul Aman Gombara Islamic Boarding School in Makassar. This research uses a qualitative approach with a case study type. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. Data analysis is carried out interactively through the stages of data reduction, data presentation, and inductive conclusion drawn. The results of the study show that the MuDaMu curriculum is not designed as a separate subject, but is developed as a value framework that is integrated in all pesantren education activities, including the formal learning process, dormitory life system, student organization activities, and institutional culture. Muslim values are internalized through the habit of worship, the development of morals and manners, and the strengthening of Islamic science. Da'i values are realized through da'wah and leadership activities such as muhadharah, Basic Leadership Training, Darul Aman Muballigh Force (AMDA), and Ramadan Safari. Meanwhile, the value of Mujahid is developed through the development of mental toughness, discipline, and physical activities such as Tapak Suci, Hizbul Wathan, and the Morning Spirit program. The role of teachers, dormitory guardians, and coaches as role models has a significant contribution to strengthening the hidden curriculum. The implications of the development of the MuDaMu curriculum can be seen in changes in the behavior of students who are more disciplined, religious, responsible, confident in preaching, and have good fighting power and mental resilience. This study concludes that the success of the development of a disciplined character education curriculum based on MuDaMu values is determined by the consistency of daily habituation, the example of educators, the integration of the national curriculum and Islamic boarding schools, as well as the provision of real experience through da'wah activities and student leadership.