Education has an important role in building students' solidarity character in faced technology and information development. This research attempted to analyze the solidarity characteristic strengthening concept as an effort to overcome the negative impact of information and technology development in the digital era toward junior high school students through Islamic Individual Buiding in SMP IT Nur Hidayah Surakarta. This research applied a qualitative research design namely case study for grades seven and eight. Based on the analysis result of the interview, observation, and documentation study, it was found that the activity of Islamic Individual Building as an effort to strengthen the students' solidarity character done by SMPIT Nur Hidayah applied peer approach under teacher's guidance. The method used was mentoring group discussion which emphasized the forming of social caring behavior, respecting others and good teamwork. The students' mentoring group was created at each grade guided by the teacher. The students' mentoring grouping was done randomly based on the test result, spoken or written.

This research was attempted to analyze the concept of the integrated Islamic school in improving student’s social solidarity value awareness through student’s learning community-based mentoring (called as Islamic Character Building or BinaPribadi Islam/BPI) conducted in Nur Hidayah Integrated Islamic Junior High School (SMPIT Nur Hidayah). This research applied qualitative research design by doing a case study on seventh, eighth, and ninth grade students. Based on the result of the analysis, it is found that the type of mentoring activity held by SMPIT NurHidayah is the type of mentoring using the coeval group approach guided by teachers. The applying of learning community of BPIuses seven continuous cycles; namely: inquiry, action research, data analysis, planning, action, reflection and evaluation. The improvement of students’ solidarity value awareness in SMPIT Nur Hidayah of Surakarta is conducted through several BPI agendas; such as: observing environment (the activity to contemplate God’s creations and its phenomenon), camping, rihlah/trip which is aimed to raise the character of understanding and caring among the students. Those activities are strengthened by raising the values of togetherness and not discriminating others (for example by making a futsal team randomly), raising the sense of belonging (for example by visiting friends who get sick), and helping friends who have problem in both academic and non-academic case

This research was attempted to analyze the concept of the integrated Islamic school in improving student’s social solidarity value awareness through student’s learning community-based mentoring (called as Islamic Character Building or BinaPribadi Islam/BPI) conducted in Nur Hidayah Integrated Islamic Junior High School (SMPIT Nur Hidayah). This research applied qualitative research design by doing a case study on seventh, eighth, and ninth grade students. Based on the result of the analysis, it is found that the type of mentoring activity held by SMPITNurHidayahis the type of mentoring usingthecoeval group approach guided by teachers. The applying of learning community of BPIuses seven continuous cycles; namely: inquiry, action research, data analysis, planning, action, reflection and evaluation. The improvement of students’ solidarity value awareness in SMPIT Nur Hidayah of Surakarta is conducted through several BPI agendas; such as: observing environment (the activity to contemplate God’s creations and its phenomenon), camping, rihlah/trip which is aimed to raise the character of understanding and caring among the students. Those activities are strengthened by raising the values of togetherness and not discriminating others (for example by making a futsal team randomly), raising the sense of belonging (for example by visiting friendswhogetsick), andhelpingfriendswho haveprobleminboth academic and nonacademiccase.