Pondok pesantren today can be said to be the most ideal and potential educational institution in fostering a character that is loaded with education values both religious values and the noble values of the nation. The importance of this research is to find different strategies or patterns that can be used as a reference for the development of character education models for formal schools. This research uses qualitative methods that are descriptive with a research site, namely Modern Pesantren Ar-Raudhatul Hasanah Medan. The results showed that character education in Ar-Raudlatul Hasanah Medan boarding school was carried out systemically-integratively. All center activities from waking up in the morning to going back to sleep at night accumulate in pesantren systems and cultures based on the values of Panca Jiwa, Motto, and Philosophy of Pesantren.  The strategy of implementing character education is through integration into kmi curriculum learning activities, the formation of pesantren culture/ culture, and extracurricular activities. The methods carried out are direction, transparency, assignment, training, habituation, discipline, appreciation and punishment.

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Model Pendidikan Tazkiyatun Nafs dalam upaya membentuk akhlakul karimah peserta didik saat ini sangat dibutuhkan, karena model ini menyangkut pembersihan jiwa sebelum menerima pembelajaran dari guru. Dalam konteks pendidikan Islam jiwa dan hati yang masih penuh kemaksiatan akan sulit untuk mengikuti pembelajaran sehingga berdanpak terhadap prilaku. Adapun tujuan dari penelitian ini adalah untuk mengetahui sejauh mana pelaksanaan pendidikan tazkiyatun nafs ini dilakukan oleh para pendidik. Sedangkan metode yang dilakukan dalam penelitian ini adalah kualitatif deskriptip, yang berusaha mengungkap dan menjelaskan fakta fakta dilapangan terhadap objek yang di teliti. Adapun yang menjadi hasil penelitian ini yaitu: Pertama, pendidikan tazkiyatun Nafs sudah berjalan di Madrasah Aliyah Swasta Tarbiyah Islamiyah dengan selalu menekankan peserta didik berdoa sebelum belajar, membaca Asmaul husna,membaca Alquran sebagai pengendalian diri. Metode yang dilakukan guru adalah mujahadah An-nafs dan muhasabah An-nafs yaitu latihan dan evaluasi keadaan jiwa ataupun hati. Kedua, pada dasarnya dalam kurikulum belum ada menyebutkan model pendidikan tazkiyatun Nafs di Madrsah ini, akan tetapi dalam materi pembelajaran khususnya akidah akhlak sudah menyinggung tentang materi tazkiyatun nafs.

This research aims to find out the character values developed in Ar-Raudlatul Hasanah pesantren and its implementation strategy. This research method uses qualitative methods with descriptive types of analytical. The results showed that the implementation of character education in Ar-Raudlatul Hasanah boarding school refers to a systemic-integrative model. All components of education in the formation of santri's character have a strong relationship with each other that is built systematically and integrated. All santri activities from waking up in the morning to going back to sleep at night accumulated in the pesantren system and culture based on the values of Panca Jiwa consisting of sincerity, simplicity, independence, Ukhuwah Islamiyah, Freedom. In addition, pesantren also developed the motto that is virtuous, able-bodied, knowledgeable, free-thinking, and charitable. These character-building values are applied and developed systemically-integratively through learning activities in the KMI curriculum, the formation of pesantren culture/ culture, and through co-curricular and extracurricular activities. Methods used in the application of character education values are direction, transparency, assignment, training, habituation, discipline, appreciation, and punishment. Therefore, it can be said that Pesantren Ar-Raudlatul Hasanah is a modern system pesantren that applies character education systematically and is integrated into the overall totality of education starting from the learning process, pesantren management, and daily activities.

Abstrak: Dewasa ini, pemahaman siswa terhadap hak asasi manusia mengalami penurunan terkait perilaku-perilaku siswa yang tidak baik yang akan merugikan orang lain dan diri siswa. Penelitian ini bertujuan untuk mengetahui bagaimana peran dan kendala guru PPKn dan masyarakat sekolah dalam meningkatkan pemahaman siswa terhadap hak asasi manusia di dalam lingkungan SMPN 1 Sanggar. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan deskriptif. Subjek dan informasinya adalah guru PPKn, Kepala Sekolah, Guru BK, dan Siswa. Teknik pengambilan sampel menggunakan purposif sampling. Metode pengumpulan data yang digunanakan adalah metode observasi, wawancara, dan dokumentasi. Jenis data berupa data kualitatif. Sumber data yaitu data primer dan sekunder. Tehnik analisis data yang dipakai adalah reduksi data, penyajian data, dan verivikasi. Hasil penelitian ini dapat disimpulkan bahwa peran guru PPKn dan masyarakat sekolah dalam meningkatkan pemahaman siswa terhadap hak asasi manusia di dalam lingkungan sekolah sudah terlaksana dengan baik berdasarkan hasil observasi dan wawancara yang peneliti lakukan. Adapun penghambat yang dihadapi adalah karna siswa yang kurang fokus terhadap pembelajaran yang disampaikan, faktor pergaulan, lingkungan hidup, masih berperilaku kekanak-kanakan dan sangat nakal.Abstract: Nowadays, understanding students against human rights decline related behaviorthe behavior of students who are not good that will harm others and ourselves, students. This research aims to find out how roles and constraints of the PPKn teachers and school community in improving student understanding against human rights in the SMPN 1 Sanggar. This research uses qualitative research with a descriptive approach. The subject and the information PPKn is a teacher, school principal, teacher and student, BK. sampling Techniques using purposive sampling. The data collection method used is the method of observation, interviews, and documentation. The type of data in the form of qualitative data. Data source i.e. primary and secondary data. Data analysis technique used is the reduction of the data, the presentation of data, and verify. The results of this research it can be concluded that the role of the teacher PPKn schools and communities in improving student understanding against human rights in the school environment is already done well based on the results of observation and interviewing the researchers did. As for the barrier, the face is because students who are less focus on learning that is delivered, by Association, environment factors, still behaves childishly and very naughty.