Implementing al-Ghazali's Tahdzib al-Akhlaq Curriculum at Pondok Pesantren Futuhiyyah and Its Relevance to Santri Character Formation

Abstract

This study examines the implementation of al-Ghazali's Tahdzib al-Akhlaq curriculum at Pondok Pesantren Futuhiyyah and its relevance to santri character formation. Using a qualitative descriptive-analytical design, data were collected through in-depth interviews, observations, and document analysis involving curriculum leaders, teachers, and santri. As one of the pesantren that systematically integrates classical Islamic scholarship with contemporary character education practices, Futuhiyyah provides a relevant context for examining the application of al-Ghazali’s moral framework. The findings reveal that the curriculum is implemented through four interconnected components: moral objectives, moral content, habituation-based methods, and behavioral evaluation. Empirical evidence indicates that continuous participation in classical text study, spiritual exercises, daily discipline, congregational worship, social interaction, and teacher role modeling reinforces the development of discipline, patience, empathy, obedience, and social responsibility among santri. Despite challenges related to digital distractions, inconsistent student commitment, and limited assessment instruments, the curriculum remains relevant for contemporary pesantren education. The study highlights the potential of al-Ghazali’s moral framework as a transferable model for strengthening character education in Islamic boarding schools through consistent practice and contextual adaptation.