The Implementation of Punishment as an Educational Method to Shape the Disciplined Character of Female Students at the Temulus Mantingan Islamic Boarding School

Abstract

Forming disciplinary morals is an important thing that an educator must pay attention to, because students who are able to implement disciplinary morals will be better prepared to face life in society. However, in an era that has been mixed with social media and rapid technological developments, the disciplined morals of santri tend to decline, one of which occurs in female santri at the Temulus Mantingan Islamic Boarding School, Ngawi, East Java. One educational method that can help shape the disciplined morals of female students is punishment. This research aims to determine the implementation of punishment as an educational method in forming students' disciplinary morals, as well as supporting and inhibiting factors. The research uses descriptive qualitative methods with the type of field research. Data collection was carried out through interviews, observation, and documentation, then analyzed interactively through the stages of data collection, data reduction, data presentation, and drawing conclusions from the Miles and Huberman model, and verified using source triangulation and technical triangulation. The results of the research show that the punishments applied are in accordance with the values ​​of Islamic education, based on written regulations, proportional to the level of error, determined fairly and consistently, and paying attention to the psychological aspects of the students. Islamic boarding schools implement an educational punishment system such as memorizing the Koran and Nazam, as well as avoiding physical punishment, with implementation classified into three levels, namely light, medium and heavy. The evaluation shows that the majority of students do not repeat the offense after receiving punishment, although there are still a number of students who are less affected. Supporting factors include strict supervision, clear regulations, and awareness of students, while inhibiting factors include difficulties for students receiving punishment, fines that are less effective for students from well-off families, and parents' lack of understanding of the boarding school disciplinary system. This research recommends that boarding schools review the effectiveness of fines and continue to improve educational approaches in implementing penalties.