Education is the most effective method for the internalization of character values. The most applicable character values are the values in the hadith of Muhammad. one of the books that discuss the hadith of the Prophet is the book of Al-Arba'īn al-Nawawiyyah. This study is intended to discuss what are the values of character education in Kitab Al-Arba'īn al-Nawawiyyah. Hadiths in Al-Arba'īn al-Nawawiyyah have been analyzed by using content analysis with hermeneutic method. Studies show that the book Al-Arba'īn al-Nawawiyyah contains the values of character education that emphasize the human relationship with God, either directly or indirectly. The values of character education contained in the book Al-Arba'īn al-Nawawiyyah include: obedient, able to control oneself, leave something dubious, have shame, leave useless deeds, love fellow Muslims like love himself, keep oral and glorify neighbors and guests, believe and istiqamah, zuhd, and do not procrastinate the work.* * *Pendidikan merupakan metode paling efektif untuk internalisasi nilai-nilai karakter. Nilai-nilai karakter yang paling aplikatif adalah nilai-nilai dalam hadis nabi Muhammad. salah satunya kitab yang membahas hadis nabi adalah kitab Al-Arba’īn al-Nawawiyyah. Kajian ini dimaksudkan untuk membahas apa saja nilai-nilai pendidikan karakter dalam Kitab Al-Arba’īn al-Nawawiyyah. Hadis-hadis dalam kitab Al-Arba’īn al-Nawawiyyah telah dianalisis dengan menggunakan content analysis dengan metode hermeneutik.  Kajian menunjukkan bahwa kitab Al-Arba’īn al-Nawawiyyah mengandung nilai-nilai pendidikan karakter yang menekankan pada hubungan manusia dengan Allah, baik secara langsung maupun tidak langsung. Nilai-nilai pendidikan karakter yang terkandung dalam kitab Al-Arba’īn al-Nawawiyyah meliputi: taat, mampu mengendalikan diri, meninggalkan sesuatu yang meragukan, mempunyai rasa malu,  meninggalkan perbuatan yang tidak berguna, mencintai sesama muslim seperti mencintai dirinya sendiri, menjaga lisan dan memuliakan tetangga dan tamu,  beriman dan istiqomah, zuhud, dan tidak menunda-nunda pekerjaan.

There is no separate discipline of ethics in Islam, and the comparative importance of reason and revelation in determining moral values is open to debate. For most Muslims, what is considered halāl (permitted) and harām (forbidden) in Islam is understood in terms of what God defines as right and good. There are three main kinds of values: (a) akhlāq, which refers to the duties and responsibilities set out in the shari‘ah and in Islamic teaching generally; (b) adab, which refers to the manners associated with good breeding; and (c) the qualities of character possessed by a good Muslim, following the example of the Prophet Muhammad. Among the main differences between Islamic and western morality is the emphasis on timeless religious principles, the role of the law in enforcing morality, the different understanding of rights, the rejection of moral autonomy as a goal of moral education, and the stress on reward in the Hereafter as a motivator of moral behavior. An Islamic life system cannot be conveyed only by using verbal suggestions, verbal warnings but also necessary means that can form a complete cultural network. In this regard, intense dialogue with various existing values ​​is needed to bring about a paradigm shift in thinking in the form of symbols that can be applied in local cultural life. The method of cultivating Islamic values ​​demands conditions for improving the quality and performance of Muslim humans who have these values. Islamic values ​​that are properly understood will function as a compass for the direction where and how to live a modern life full of changes in values. Islamic values ​​will still play an important role in the future, especially in providing a moral foundation for the development of science and technology. Religious teachings must be brought closer to the context of modernity.

For some years, people have regarded madrasah as the second-class education, but the perception is getting better now due to some evidences. This article is discussing about people’s perception on madrasah’s education services in Central Java. By using a qualitative approach, the study revealed the important results. First, recently, the trend of the number of madrasah and the students has steadily increased, while the number of (secular) schools and their students has shown a decreasing line.  Second, generally speaking, people’s perception on madrasah’s educational services in Central Java is good in all five dimensions. The highest score is given to assurance dimension while the lowest is given to the reliability. Third, Islamic values, good character, and qualified human resources are the strengths to which attract people to enroll their children to madrasah, while facilities and infrastructures are madrasah’s weaknesses.

The character of students should be able to describe the implementation of the educational process. However, so far, the educational process has emphasized more knowledge orientation than character building. It is reflected in the pride of almost every educational institution if its students succeed in achieving a high National Exam or UAN Final Score. This orientation is supported by the growth and development of tutoring institutions, private lessons, study groups, or teacher rooms. This condition triggers a real thought and action to restore the primary function of education as character building. One model of strengthening character education is through the community of Sekolah Perjumpaan in West Nusa Tenggara. This research is qualitative research with a case study approach. The subjects of this study were student participants in the Sekolah Perjumpaan in West Nusa Tenggara. This research was conducted at the community point of Sekolah Perjumpaan in Bangket Bilong Village, Midang, Mantang, and at the initiator of the Sekolah Perjumpaan. This study found that the Sekolah Perjumpaan is a model of strengthening character education, positioning students as subject to subject, and awakening students to fulfill each participant's obligations as complementary beings collectively. Thus, the character education model of the Sekolah Perjumpaan can be applied in other educational institutions.