The Enculturation of Character based on the Spirit of Pondok in
Pondok Pesantren Rafah Ranca Bungur Bogor West Java
Muhammad Abduh Almanar
1
, Syahrullah
1
and Moch. Muallim
1
1
Jakarta Islamic University, Indonesia
Keywords: Enculturation, Character, Pondok Pesantren
Abstract: Pesantren one of the oldest educational institutions in Indonesia. At The beginning of establishment
pesantren only teach religious sciences. In accordance with the times, now pesantren also teach social
sciences, natural sciences and information technology, including in Pesantren Rafah Bogor. How to The
Enculturation of character in Pesantren? For this reason, a field study is needed, and the author uses the
Research & Development method with a qualitative approach. Character culture in pesantren is something
familiar, because the enculturation of character is essentially moral education, habituation that has been
rooted and become a separate subject. Noble morals are an integral part of the relationship of
santri(students) with Kyai and the Teachers. Character culture through spirit of pondok such as: Sincererity,
Modesty, Self Reliance, Islamic Brotherhood, and freedom, based on attitude and behavior of santri in life
inside dormitory and outside dormitory, and in their home environment. The success of santri character
enculturation because of the good cooperation factor between parents santri with party pesantren. The
learning approach is more emphasis on students or Student Center Learning to self-actualize. Supported also
with the learning model "every one is a teacher" in accordance with the name of the curriculum pesantren
namely Tarbiyatul Muallimin Al-Islamiyah (Education for Teachers of Islamic Religion) is implemented
through various methods of learning; habits, discussions, and other methods to support the success of
learning in character culture.
1 INTRODUCTION
The Indonesian nation consists of various tribes,
inhabiting large and small islands, all living in
harmony and peace. Cultural diversity and character
does not cause divisiveness. Nevertheless, cultural
and ethnic friction persists, but on a small scale and
does not cause significant casualties. The various
conflicts occur as often as the times and the time
changes. All conflicts can be over with a consensus
deliberation system. The concept of consensus
mufakat occurs with the power of community
leaders who charismatic. The figures appear among
them from Pondok Pesantren.
Pondok Pesantren is a tradiosional Islamic
educational institution that can survive until now.
Pondok Pesantren founded by public figures also
gave birth to public figures as well, even many also
gave birth to national figures who played an active
role in shaping the independence of Indonesia in
1945. Independence of the Republic of Indonesia
achieved by the Indonesian nation can not be
separated from the role of community leaders who
based Pondok Pesantren.
Pesantren is an Indonesian Islamic education
system that has demonstrated its role by making a
small contribution to the full development of people.
Besides pesantren as an educational institution that
prioritizes "tafaqquh fi al-din" (religious study),
pesantren tradition has been able to integrate
morality into the educational system on an
extraordinarily powerful scale (Dhofier, 2009). In
fact, the rapidly integrated aspect of modernity
within the pesantren tradition is shown by the
development of formal educational institutions;
within the pesantren institution it is evidenced that
almost 70% of pesantren institutions have provided
formal schools and institutions [2].
Pesantren became an educational solution in
difficult times, a period of struggle against
colonialism and a learning center that has survived
to the present. The purpose of pesantren education is
not to pursue the interests of power, money and
worldliness, but it is imparted to them that learning
is solely a duty and devotion to God. Therefore, as
Almanar, M., Syahrullah, . and Muallim, M.
The Enculturation of Character based on the Spirit of Pondok in Pondok Pesantren Rafah Ranca Bungur Bogor West Java.
DOI: 10.5220/0009942923692377
In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2369-2377
ISBN: 978-989-758-458-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
2369

one of the educational institutions, pesantren also
has a great responsibility in shaping the character of
the students.
Pesantren has succeeded in building the
character of learners that are not inferior to other
educational institutions, proved the output of
pesantren has an integral level of intelligence
between intelligence intelligence (IQ), emotional
intelligence (EQ) and spiritual intelligence (SQ)
(Tebba, 2004). In the world of pesantren, character
enculture is not new, because since the early
meanstream the character of santri has been put
forward through moral education. Moral education
becomes a very important education, followed by
other education such as fiqh (Islamic law), nahwu
sharaf (Arabic grammar), tarikh (Islamic history)
and others.
There are so many varieties of pesantren in
Indonesia that flourish and develop in accordance
with the times. Various models of pesanten also
emerging from the traditional (salafiyah) to modern
Gontor model with its branches, and already a lot of
pesantren who follow Gontor model. In addition,
there is also a mix of traditional and modern
pesantren.
One of the modern pesantren that became the
object of our research is Pondok Pesantren Rafah in
Ranca Bungur Bogor West Java. Therefore, this
research entitled "Character Culture Through Spirit
of Pondok at Pondok Pesantren Rafah". We want to
examine how Pondok Pesantren Rafah Bogor runs
its vision of mission? How to character culture in
Pondok Pesantren Rafah Bogor?
The srutcture of paper is a theoretical
framework, research methodology, result and
discussion, and conclusion. This research has never
been done by anyone, especially about pesantren
rafah in the spirit of pondok.
2 THEORETICAL FRAMEWORK
To explain the theoretical framework, we group the
concepts in three categories: (1) the concept of
enculturation, (2) the concept of character, and (3)
the concept of pondok pesantren.
2.1 First, the Concept of Enculturation
According to Herskovits, that enculturation derives
from aspects of the learning experience that
characterize or distinguish man from other beings
using his life experiences (Zamzami, 2004). The
process of culture is complex and lasts throughout
life, but the process varies at different stages in a
person's life cycle. While in the concept of culture,
Koentjaraningrat “states that culture has at least
three forms, namely: 1) Ideas, ideas, values, norms
of rule 2). Activity, patterned behavior of humans in
society 3). The objects of human works”
(Koentjaraningrat, 1976).
According to Ralph Linton, culture also means
all ways of life developed by community members.
Way of life (ways of life) can be interpreted by
behaving that learned and even experienced by the
community (Suharyanto, 2015). In this case,
pesantren is a community group consisting of Kyai,
Teachers, and Santri, as well as its supporters, who
have their own way of life and cultivate it in their
life experience in accordance with Islam.
Therefore, according to Geertz, in one culture
there are 'cultural systems', one of which is religion
(Pals, 2011). Geertz, in the Religion of Java (1960),
discusses in detail the complexity of traditional
Islamic, Hindu, and Indigenous beliefs,
demonstrating religion as a cultural fact. Geerz, in
The Interpretation of Cultures (1973), explains that
"Religion as a Cultural System". Geerz “believes
that religion is a separate cultural system that can
shape the character of society” (Geertz, 1966).
In enculturation, we think, is to cultivate
attitudes, knowledge, behaviors, skills and traditions
that exist in the community; including boarding
schools. Culture is also meaningful, the process of
habituation of values, norms, rules that exist in the
community so that ingrained into the behavior of
everyday life and become characters.
2.2 Second, Character Concepts
In Webster's dictionary "character" as the power of
the mind; resolution; independence; individuality;
"Character" as a moral quality; principles and
motives that control life (Webster Dictionary, 2017).
In Big Indonesian Dictionary "Character is
character, psychological traits, morals, or character
that distinguishes a person from others" (Big
Indonesian Dictionary, 2008).
In terminological, the meaning of character as
proposed by Thomas Lickona, A reliable inner
disposition to respond to situations in a morally
good way.” Next he added, “Character so
conceived has three interrelated parts: moral
knowing, moral feeling, and moral behavior”
(Lickona, 1991). According to Thomas Lickona,
noble character (good character) includes knowledge
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of goodness, then raises commitment (intentions) to
goodness, and ultimately really do good. In other
words, character refers to a set of knowledge
(cognitives), attitudes, and motivations, as well as
behaviors and skills.
In the pesantren tradition there are five characters:
the soul of sincerity, the soul of simplicity, the soul
of independence, the soul of ukhuwah Islamiyah
(Islamic brotherhood), and the free Soul (Rofik,
2012). It is this character that animates the santri in
the boarding school.
2.3 Third, the Concept of Pondok
Pesantren
Etymologically, the origin of the word pesantren is
"pe-santri-an" which means place of santri (Daulay,
2001). While the terminology of pesantren education
seen from the form and the system comes from
India. He argues that before the process of spreading
Islam in Indonesia, the system has been used
generally for the education and teaching of
Hinduism in Java. After Islam entered, the system
was taken by Islam. The term pesantren itself as well
as studying, is not derived from the Arabic term, but
from India. Likewise the term pondok (cottage),
langgar in Java, surau in Minangkabau, and
rangkang in Aceh, is not an Arabic term, but rather
from the terminology in India (Steenbrink, 1994).
Historically, pesantren not only contain Islamic
meaning, but also the meaning of keindonesiaan.
Because the forerunners of the pesantren already
existed during the Hindu-Buddhist era, Islam only
continued to continue, preserve and Islamize it
(Madjid, 1997). Pesantren institutions can be
interpreted as an Islamic educational institution that
has a cottage, mosque, students, teaching the books
of classical Islam, and kyai (Dhofier, 2009).
According to us, the boarding school is a place
to study the students who are guided by Kyai and the
teachers by studying traditional books only or
traditional and modern blend. Both in the field of
Islamic studies and science.
3 RESEARCH METHODOLOGY
3.1 Time and Location of Research
Time: The research was conducted on May 15th
until June 25th, 2018. Location: research done in
Pondok Pesantren Rafah Ranca Bungur Bogor West
Java.
3.2 Research Methods
In this research, we use qualitative research methods
as explained by Sugiyono (2013): In qualitative
research, the instrument or research tool is the
researcher itself. In this case, the researcher's
understanding of "The Enculturation of Character
Based on the spirit of pondok in Pondok Pesantren
Rafah Ranca Bungur Bogor”.
3.3 Sources and Techniques Data
Collection
Collecting data that we do through various sources
and literature. Data collection technique was done
by observation at the research location of Pondok
Pesanten Rafah Bogor, and interview with the
Leader of Pesantren Rafah, Director of Pesantren
Program and Student of Senior High School. In
addition to viewing data on websites owned Rafah
Bogor Boarding School such as website:
www.pesantrenrafah.com, brochures and boarding
guidebooks.
3.4 Data Analysis Technique
Data analysis is the process of searching and
arranging systematically data obtained from
interviews, field notes, and other materials.
Qualitative data analysis is inductive, that is an
analysis based on the data obtained. The data
analysis in this research is more focused during the
process in the field along with the data collection.
This analysis is descriptive and does not test the
hypothesis.
4 RESULT AND DISCUSSION
In this discussion as a result of research, How Rafah
Bogor Pesantren runs its vision of mission? We
explain in part A). About Rafah Boarding School is
made up of the discussion of the profile of pesantren
and boarding school curriculum. As for How to
character culture in Pondok Pesantren Rafah Bogor?
we explain in part B) Pesantren Rafah as Character
Building Laboratory; which contains our interviews
with the Leaders of Pondok Pesantren, the Pesantren
Program Director and one of the senior santri; and in
part C) Cultural Characterization of Santri Through
Spirit of Pondok. The explanation of the ruh al-
ma'had, the spirit of pondok (the cottage), is
accompanied by its implications.
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4.1 A Brief on the Rafah Pesdcraft
Pondok
1. Profile of Pondok Pesantren (pesantrenrafah
website, 2018)
Address Pondok Pesantren Rafah Kampung
Sukajadi Village Mekarsari District Ranca Bungur
district Bogor, phone number [phone]. Fax.
[phone]. Website: www.pesantrenrafah.com
Email: [e-mail]. The following is
about the vision of Pondok Pesantren Rafah Bogor;
Vision: The formation of Qur'anic Generation.
Mission: Establish the cadre of amiliin scholars with
correct aqidah and morality karimah. Forming
intellectual ulama and intellectual scholars. Forming
ulama dai and dai ulama. Objectives: Able to
produce outputs that excel in learning and charity.
Insightful faith and piety Able to communicate with
Arabic and English. This institution is shelter under
Ar-Rahmah Foundation, founded in 1997 and led by
KH. Muhammad Nasir Zein, MA with the mission
of giving birth to a cadre of intellectual scholars who
amiliin (real action) with manhaj (method)
ahlussunnah wal jama'ah.
The Formation of Formal Education, Junior
High School began in July 1999 AD and a year
before that Foundation has established Pokja whose
task is to prepare software; curriculum and other
programs related to pesantren whose nature is
intrakurikulum or ekstrakurikulum. This compilation
lasted for one year from July 1998 to June 1999. The
program started with the name of the First Islamic
Integrated High School with the number of first-time
teachers being 10 people and 39 students from 45
people applying. They are the first generation that in
2005 graduated with the number of 19
santri/students.
Starting from the 2009-2010 school year, the
boarding school opened the curriculum of Tarbiyatul
Mu'allimin Al-Islamiyyah (TMI) program of
Regular / MTs (Junior High School) and MA
(Senior High School) program with 6 years of
education for MI / SD (Elementary School )
graduates. And starting the 2011-2012 academic
year opened the Intensive / MA program with 4
years of education for graduates of SMP / MTs,
supported by the pre-eminent program of Al-Qur'an
recitation, daily conversation with Arabic and
English as well as organizational practices and skills
/ skills development others.
In the month of Sya'ban 1432 H / August 2011
M pesantren Rafah get mu'adalah / equality of
Jami'ah Islamiyyah Al-Madinah Al-Munawwaroh. In
2016, Pondok Pesantren Rafah received a decree
Mu'adalah Mu'alimin from the minister of religion
RI which was submitted directly at the 90th
anniversary of Modern cottage Gontor ponorogo on
September 31, 2016.
2.Curriculum of Pondok Pesantren (boarding school)
(Brochure, 2018)
Education curriculum of Pondok Pesantren
Rafah is Tarbiyatul Muallimin Al-Islamiyah (TMI)
which is oriented to the curriculum of KMI
(Kuliyatul Muallimin Al-Islamiyah) Modern Gontor
cottage with the program of education unit
Mua'dalah under the auspices of Ministry of
Religious Affairs RI with 6 years of education for
MI / Elementary school and 4 years for MTs / Junior
High School graduates. TMI's learning subjects
include Arabic, Dirasah Islamiyyah, English,
Natural Science, Social Science, teacher science and
are equipped with memorizing / tahfidzul Qur'an
program as a flagship program. Also some sixth-
grade santri programs include: Fathul Kutub
(understanding classical books), Rihlah Ilmiyah
Iqtishodiyyah (study tour), Amaliyah Tadris /
practice teaching practice, bahtsul masa'il (discuss
problem), activities of class six such as the practice
of taking care of the corpse, tsaqofah islamiyyah
(Islamic civilization), mawarist (inheritance), tibbun
nabawi (treatment of the Prophet's way of cupping,
etc.)
The education unit of muadalah is the official
education program under the auspices of the
Directorate of Education Diniyyah and Pesantren
Ministry of Religious Affairs Republic of Indonesia
after the issuance of the Minister of Religious
Affairs, no 18 2014 equated with the education of
Madrasah Tsanawiyah and Aliyah under the
Directorate of Madrasah and Islamic Religious
Education Ministry Religion. So a graduate of
Muadalah education unit will get a diploma that can
be used to continue to universities both public and
private. In Muadalah Education Unit program,
pesantren is given authority and flexibility in
regulating curriculum and education system, and not
included in National Examination. Pesantrens can
independently design their santri competency
development by obtaining certificates recognized by
the State.
With the curriculum of TMI, the education unit
of Muadalah (Equality) mentioned above is
expected that the students can become cadres of
Qur'anic, tafaqquh fi al-din (understanding of
religion), become ulama dai, social orientation and
can continue education level both domestically and
abroad with the basis of the Qur'anic value so that it
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becomes the best generation of khoiru ummah (as
well as the people) expected.
4.2 Pondok Pesantren Rafah as a
Character Culture Laboratory
1. Direct Interview With The Leader of Pondok
Pesantren Rafah
KH Muhammad Nasir as founder and leader of
Pondok Pesantren Rafah in initiating an interview
with us said that education is essentially the process
of habituation or character culture. Here's the full
interview (Nasir Zein, 2018):
a. How does the process of running the vision and
mission of pesantren Rafah?
Since the beginning of Pondok Pesantren Rafah
orientation establishment is a pure boarding school.
However, in its journey must be pursued by the
process in accordance with the regulations applied in
the national education system especially from the
Ministry of Religious Affairs of the Republic of
Indonesia. Thus, the initial process has been
established since the decision of working group of
Pondok Pesantren Rafah in the form of Integrated
Junior High School, Integrated Madrasah
Tsanawiyah (Junior), after which it was upgraded to
Integrated Madrasah Aliyah (Senior).
b. Since When is the Evaluation Process
implemented?
Since 2004 - 2005, has evaluated the extent to
which the science taught schools have an influence
on the formation of behavior (or character or suluk).
Based on the evaluation of the working group even
though it has done the improvement, it is felt not in
accordance with the vision of the founding mission
of the founders that the school (pondok pesantren)
should produce students (santri) who have the
character of love of science, love of Islam and love
of the Qur'an, and so forth. The conclusion of the
working group is how to fight for independence both
from the side of the curriculum and the
implementation of the exam, because so far still
follow the curriculum and execution of the test
arranged by the Government of Indonesia so far
from independence.
c. When is there a Management Independence
Opportunity?
In about 2014 there is an opportunity to make
100% self-reliance curricula and exam. However,
the relationship with the Government of Indonesia,
in this case the Ministry of Religious Affairs still has
a good relationship. With the opportunity of
curriculum independence and execution of the test,
Pesantren Rafah embodies it into the motto of
pesantren which originally reads Panca Jiwa into
Spirit of Pondok (Ruhul Ma'had), although
philosophically the same meaning and only
difference sound, but this as evidence of nuance
change to a better process with 100% independence.
The independence of the curriculum and the test is
welcomed, because since the beginning of the
Pesantren Rafah to transfer the scholarship to the
students have a strong life character and in teaching
should not be trial and error because pity the
students in making objects try the curriculum that
has been going on in the system national education
in public schools.
d. How to Form a Pesantren after a 100%
Independence Change?
After performing independence, the Pesantren
Rafah now has 2 (two) sources, namely:
(1). The Sources of Pondok Pesantren Salaf based on
Kitab Kuning
(2). The source of Pondok Pesantren Mu'allimin
whose base is Dirasah Islam (Islamic Studies).
With this change of independence, Pesantren Rafah
is an educational institution that has a clear sanad.
Various yellow books as curriculum, has a sanad
that can be accounted for because it is taken from
the old pesantren-pesantren standing in Indonesia
such as: Tebu Ireng, Termas, Langitan, Tegalrejo in
Java and others. Then, the curriculum is called
Muadalah Education Unit.
Given the two forms of the source of this
educational system (salaf and muallimin), they run
each or every one apart. However, among them there
are common standards that must exist. However,
each has its own peculiarities. Alhamdulillah. After
running up to 4 of this generation, Pesantren Rafah
feels that there has been an increase both
qualitatively and quantitatively. According to KH
M. Nasir Zein, naming is very important because
between high school, with Madrasah Aliyah and
Pesantren, is to have different meanings. Therefore,
he believes that with 100% independence now
believes in the increase because it already has a
sanad from his almamater.
He gave an example, in the books of the
national education curriculum, the school does not
know who the author is and what the background of
his knowledge and thought. According to him, every
writer or instructor must have a frame of thought
that was brought and will be delivered to the
students.
e. How is Challenge in running the process of
independence?
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In carrying out the independence process from
the beginning until it has reached the 4th year, the
managers of Pondok Pesantren Rafah feel the
inevitability and / or challenge both from internal
environment (internal) and external environment
(external). But, he said if the intention and purpose
is for the good of all parties (parents, students and
the wider community), then bismillah should be run
and do not hesitate. For example, for the 5th grade,
must stay in the dormitory. In Pondok Pesantren
Rafah, if there is a holiday, there must be students,
because there are activities that should not be a
holiday, namely: obligatory prayers, Friday prayers
and so forth. According to him, it is not appropriate
if there is a mosque in pondok pesantren but a
holiday to pray Friday (shalat Jumat).
According to him, this is one (the policy
remains mukim (stay) in the holiday) which led to
protests from parents santri. In fact, there are parents
of students who threaten to report to the National
Commission on Human Rights. However, he
remains 'keukeuh' (strong) to implement the policy
because of the interests of parents and students
themselves. According to him, the managers of
education (especially pesantren) should not turn or
turn back (tawalli) let alone back off when in
running the good activities get challenges.
There is one more incident, in the first batch,
after this 100% independence where the student does
not go to class and the parent wishes to get a
dispensation for uplift. However, he and the
managers continue to decide that the student is still
not up grade aka no compromise. Until one day, he
was visited by the district education office bogor
who lobbying the same thing with the will of parents
and 'threatening' will provide a record of less good
for pondok pesantren. However, still he refused on
the premise that such things are destroying the
education system in Indonesia. In fact, he has a
policy that, every teacher who gets the task of
supervising outside pondok pesantren and or
teachers sent to other schools to supervise in Pondok
Pesantren Rafah, is prohibited to do conspiracy
either directly or indirectly to the students.
He said from the beginning to register the
parents and students given an understanding of what
is Pondok Pesantren Rafah, vision-mission and work
program. For him, pesantren is very important
because he is a life laboratory. The units of
instruction and subjects may be the same in every
school or pondok pesantren, such as the procedures
of worship, the procedure of prayer, and so forth.
However, what differentiates each institution is how
they apply those sciences to everyday life, and the
education of pondok pesantren requires a
habituation.
2. Indirect interview with the Director of Pesantren
Program (Alfan, 2018).
Our conversation with one of Rafah Pesantren
Program Director, Ustadz Nanang Alfan, as well as
a teacher. He explained that Pondok Pesantren has
excellent program that is Tahfiz Al-Qur'an. Through
the regular program: for graduates of MI /
Elementary School for 6 years, while intensive
program: for MTs / junior high school graduates
with 4 years of education. Learning activities with
class system. The santri begin to study from 7.30 am
to 15.30 pm, either grade 1 to grade 6 learning in the
class. Similarly, on the night of independent study at
20:00 to 21:30 hours in the classroom activities. The
rest outside the classroom, such as in the dormitory
or in the mosque. The method of learning and
delivery of all the subjects of class 1 using books in
Indonesian language. Special grade 2 to grade 6, all
learning and delivery using Arabic books.
3. Indirect interview with Santri (Student) (Putra,
2018).
Our discussion with one of the 5th grade
students, named Iskandar Putra comes from Lebak
Bulus South Jakarta. He told me that students should
wake up at 3:00 am to carry out Qiyamullail (night
prayer) together, then continue morning prayers
together until 05.00 am. Halaqah Tahfidz Al-Qur'an
(group memorizing Al-Qur'an) at 15:45 - 16:30
afternoon. While learning to read the Qur'an and the
delivery of new Arabic vocabulary words at 18:35 -
19:00 tonight. Special 5th grade month of Ramadhan
does not take off until graduating grade 6, because
there are additional teaching materials teaching
methods. Students are required to practice foreign
languages such as Arabic two weeks and the next
two weeks English. Those who do not practice both
languages are subject to punishment.
From the above interviews we argue that the
boarding school curriculum uses an integrated
curriculum (dormitory activities as well as schools
and mosques), and a developed curriculum model.
While the learning approach, using an active student
approach or known as the Student Center Learning.
4.3 The Enculturation of Character
based on the Spirit of Pondok
The Enculturation of character for santri (students)
based on the spirit of pondok conducted by Pondok
Pesantren Rafah Bogor are: (1) sincerity (al-
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ikhlash), (2) modesty (al-basathah), (3) self
Reliance (al'itimad ' ala al-nafs), (4) Islamic
Brotherhood (al-ukhuwah al-Islamiyah), and (5)
freedom (al-hurriyah).
The fifth explanation of the spirit of pondok is
presented by M Arifin (1991) as follows:
1. The sincerity soul that is not driven by any
ambition to obtain any advantages, but only the eyes
of worship to Allah SWT. This soul of sincerity
manifests in all series of attitudes and actions
performed ritually by the pesantren community.
2. The Power of Soul Modesty but Great. Simple
does not mean passive, destitute, nrimo (taken for
granted) and poor, but contains elements of strength
and fortitude, self-mastery in the face of all
difficulties.
3. The soul of Islamic Brotherhood. The dialogical
and intimate situation among the pesantren
community that is practiced daily, whether it is
realized or not, will bring about a peaceful
atmosphere, the same destiny, which is very helpful
in establishing and developing the ideal of santri.
4. The soul of Self Reliance, independence here is
not the ability to deal with personal or internal
issues, but also the ability to shape the condition of
pesantren as an independent Islamic education
institution.and do not rely on the help and mercy of
others. Pondok pesantren should be able to stand on
its own strength.
5. Freedom soul in choosing alternative way of life
and determining future with big soul and optimistic
attitude facing all problematika live based on Islamic
values.
In our view, character culture above is
supported by the learning model of the boarding
system. The student are educated and mentored a
day and a night with discipline and independence.
Implementation of obligatory prayers together with
the necessity of evening prayers in congregation led
directly by the custodian of boarding school. Active
student approaches in learning such as daily
memorization of Al-Qur'an routine, daily foreign
language conversation, discussion, speech practice
and other activities so they can do self-actualization
through extra-curricular activities such as gymnastic,
Scouting, out bound, Paskibra (flag raising troop),
calligraphy art, theater, journalism, magazine
making and others.
We believe that the success of santri character
enculturation is the cooperation of all parties; wali
santri / parents students, santri/student, Kyai (leader)
and Ustadz (Teachers) and the environment of
pondok pesantren. In addition, the learning method
used using holistic methods; all learning methods are
used. we see some methods of learning practiced by
pondok pesantren, including in Pondok Pesantren
Rafah namely: Exemplary, Exercise and
Habituation, Discipline, Independence, and targhib
wa tarhib (reward and punish). As also mentioned by
Abdullah Nashih Ulwan related to the character
education of children in Islam include: “First,
Education with exemplary. Second, Education with
customs. Third, Education with advice. Fourth,
Education by providing supervision. Fifth,
Education with punishment” (Ulwan, 1985).
Thus, pesantren education products are proven
to have the basic character aspired to the nation and
state, in the form of faith and piety to God Almighty,
having noble character, healthy, knowledgeable,
capable, creative, independent, and becoming a
democratic and responsible citizen , as mandated by
Law No. 20 of 2003, Article 3 of the National
Education System Act (Law No. 20 of 2003, Article
3 of the National Education System Act. The
Republic of Indonesia).
In the world of boarding school, character
enculturation is not new, because since the early
meanstream santri character has been put forward
through moral education. Through the process of
character culture we can know the implications for
the lives of the santri. Both in the context of Islam
and nationality. The love of the students towards
their people, Indonesia, as they also love their
religion.
The implications of character enculturation are
santri/students as role models for the family and
society, the student are aware and responsible in
performing daily religious obligations such as
praying in congregation, memorizing the Qur'an and
others that we call individual piety. Similarly, their
behavior when receiving the guests of pondok
pesantren, they are friendly and polite, showing
noble character, which we call as social piety. Every
year the students who graduated from boarding
school there is a teacher in the boarding school as a
form of community service. All students are obliged
to learn to become teachers. This practice is in line
with the theory of Every one is a Teacher Here.This
theory is a model of learning to get the participation
of the class as a whole and individually. This model
provides an opportunity for each learner to play a
role as a teacher to his friends (Zaini, 2008). This is
in accordance with the one proposed by Silberman,
"Every one is a Teacher Here can be defined all the
learners in the class that follow the learning process
is as a teacher" (Silberman, 2010).
However, most of the students after graduation,
they continue to various top universities in Indonesia
The Enculturation of Character based on the Spirit of Pondok in Pondok Pesantren Rafah Ranca Bungur Bogor West Java
2375

such as Universitas Indonesia, Institut Teknologi
Bandung, Institut Pertanian Bogor, Universitas
Gajah Mada, and even accepted in foreign
universities such as in the Middle East, Erofa,
America, China, other. In addition they generally
memorized the Qur'an at least 10 juz. This is what
we call intellectual intelligence. So, the quality of
humans produced by Islamic boarding schools is in
accordance with the conditions of the 21st century.
As said by Wijaya et al : "The 21st century asks for
quality human resources, which are produced by
institutions that are managed professionally to
produce excellent results"(Wijaya, 2016).
Based on the evaluation above, finally the
writer found that in pesantren using active student
approaches. The success of civilizing the character is
determined by the teacher and students who are
equally active. Pesantren as a character culture
laboratory and the nnculturation of character for
santri (students) based on the spirit of pondok.
5 CONCLUSION
The author in the purpose of this study found the
characteristic of civilizing the characters in the
Pesantren namely the spirit of the pondok. The
character of ruh al-ma'had or spirit of lodge is
deeply embedded so that they are accustomed to
behave: sincerity in charity sholeh, simple in
appearance, independent in doing their duty and
responsible, establishing ukhuwah with the Muslims
and with other people, and free-spirited in
determining ahead of their own.The process of
character enculturation for santri that takes place in
the boarding school (pondok pesantren) 4 years and
6 years implications for students with good
character, during in the dorm and outside the dorm,
including in the community around the boarding
school and in their respective home environment
after they come home during the holidays and after
they graduate. Thus, the education and the
enculturation of characters for santri implemented
by Pondok Pesantren Rafah Ranca Bungur Bogor
West Java, produces santri who are not only
spiritually intelligent, but also emotionally
intelligent and intelectually intelligent.
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