The purpose of this study was to find out the role of the Darusaa'dah Islamic Boarding School in the Pangkalan Susu District of Langkat in the Form of Santri Character The approach used is case study. The object of this research is religious Islamic education institutions. Data sources are people who are directly and indirectly involved with pesantren. To collect these data, the author uses several techniques in data collection, namely documentation, observation and interviews. Data analysis in research uses interpretive patterns that aim to achieve a correct understanding of facts, data and symptoms. In this study researchers focused on two curricula, namely the pesantren curriculum and the general education curriculum. used in the Darusa'dah Islamic Boarding School which is related to character formation. The Darusaa'dah Islamic Boarding School curriculum accommodates students who focus on learning two curricula, namely the pesantren curriculum and the general education curriculum. The pesantren curriculum material taught is sourced from the yellow book which includes; religious laws, monotheism, morals and Arabic. The education curriculum of the Darusaa'dah Islamic Boarding School is focused on the teaching of the Koran, hadith and the books written by the previous ulama. Educational material is presented based on class. The pesantren curriculum and general education curriculum are taught in the Darusaa'dah Islamic Boarding School, as well as forming the character of the santri.

Dayah is a traditional Islamic educational institution in Aceh that gave birth to scholars to enlighten the people. Today's developments require dayah to continue to exist, giving generations of morals. This research is a qualitative research with a social history approach. The findings concluded that basically the community's anxiety due to the dominance of materialism which makes the soul arid, has provided opportunities for people to look for institutions. The modernization that has been carried out is still based on the original tradition, which is based on dayah with a modern twist so that the dayah is MUDI. The modernization of the dayah education system during the Abon Abdul Aziz era included modernizing the curriculum, facilities and infrastructure and modernizing learning methods. The purpose of this change is so that the dayah will continue to exist in this era of globalization so that the vision of giving birth to scholars is still running. The dayah education system managed by Abon Abdul Aziz remains in control to shape the morals of thalabah so that the knowledge obtained in the dayah is still used in terms of goodness. Through the touch of moral education to the talabah who studied in the dayah, most of the istiqamah studied until they got permission from Abon Abdul Aziz to practice their knowledge in the community.

This research examines the renewal initiative at Dayah Ma'had al Ulum Diniyyah Mesjid Raya Samalanga Islamic School. This study focuses on the renewal initiative during the leadership of Abon Abdul Aziz and Abu Hasanoel Bashri. This research is qualitative research with a historical approach. This research indicates that the Al Aziziyah Samalanga Islamic Education Foundation's modernization began during the leadership of Abon Abdul Aziz in 1958 and culminated in Abu Hasanoel Bashry in 1989. Social factors had been the most dominant factors of modernization of Islamic education in the foundation, including the birth of Islamic and public universities in Aceh, the adoption of information and communication technology (ICT), the requirement of diplomas for teachers and education personnel, and the involvement of alumni in the foundation.

The problem that is analyzed in this article is about the concept and implementation of inclusive Islamic education in the Darul Amin Border Dayah in Southeast Aceh. This research is a qualitative study with a phenomenological approach by examining how the functions of the implementation of inclusive Islamic education in the Dayah Border Darul Amin Aceh Tenggara. Inclusive Islamic education in Dayah Border Darul Amin is integrated into the implementation of the dayah curriculum, both the dayah curriculum, the formal curriculum, the informal curriculum and the non-formal curriculum. Inclusive values instilled in dayah daily life are the values of tolerance, togetherness, mutual assistance, respect for differences and leadership based on Islamic values. The essence of inclusive Islamic education in the Darul Amin Border Dayah is the leader of the ummah and the generation of Muslim believers who are highly virtuous, knowledgeable, free-thinking and devoted to society.

Artikel ini berupaya untuk menguraikan fonomena tentang pembentukan akhlak santri melalui kegiatan ekstrakurikuler berbasis soft skill inklusif. Penelitian ini menggunakan metode kualitatif dengan pendekatan fonomena dalam pengumpulan dan analisis data. Berdasarkan analisis data ditemukan bahwa Dayah Darul Iman menjadikan dayah sebagai wadah pembentukan akhlak santri melalui tauladan dengan mengaktualisasikan semangat penanaman nilai-nilai Islam pada berbagai kegiatan yang dilakukan oleh guru-guru dayah. Pengelolaan Dayah Darul Iman yang diupayakan oleh pimpinan dan seluruh pengelola secara umum berupaya menjadikan Dayah Darul Iman sebagai miniatur masayarakat sehingga alumni dayah mampu berkiprah di masayarakat. Kegiatan ekstrakurikuler soft skill berbasis inklusif di Dayah Darul Iman meliputi kegiatan Salam, Senyum, Sapa dan kekeluargaan; budaya tadarus setiap kegiatan; budaya membaca doa ketika memulai dan mengakhiri belajar; budaya disiplin; dan budaya bersih; budaya jujur; dan budaya malu ketika berbohong dan datang terlambat, serta budaya berperan aktif dalam menjaga lingkungan dan setiap kegiatan. Jadi, santri yang baru masuk di Dayah kemudian mendisiplinkan mereka dari berbagai kebiasaan keseharian mereka. Sejak lama Dayah Darul Iman telah mulai mengalami perubahan-perubahan baik secara fisik maupun non fisik. Secara kurikulum, sebelum kepemimpinan Abuya Bukhari Husni dayah masih menekankan kurikulum salafiah saja. Pada masa kepemimpinan Abuya Bukhari Husni, dayah telah menerapkan kurikulum dengan memadukan pendidikan umum, kitab kuning dan ekstrakurikuler soft skill inklusif. Perubahan ini karena tuntutan dari social masyarakat Aceh Tenggara yang merupakan masyarakatnya multicultural. Di sisi lain Aceh Tenggara berada pada perbatasan dengan Sumatera Utara, jadi arus informasi bergerak dengan cepat dan beragam