The Implications of Students' Perceptions of Teachers' Competence in Shaping Character Education at Dayah Insan Qur’ani

Abstract

Character education within Islamic boarding schools (pesantren) often falls into the trap of a rigid, formal enforcement approach, which merely yields superficial compliance. This study aims to analyze the implications of students' (santri) perceptions toward their teachers' (ustadz) competence in driving character education at Dayah Insan Qur’ani, Aceh Besar. Employing a qualitative approach with a descriptive-explanatory case study design, data were gathered through passive participant observation, in-depth interviews with key informants (students, student organization officials, and resident teachers), and documentary analysis. The data were processed interactively, encompassing condensation, display, and conclusion drawing. The findings reveal that the students construct a highly positive, multidimensional perception of their teachers as the embodiment of the living uswah, seamlessly integrating pedagogical, professional, personal, and social competencies. The psychological implication of this perception acts as a catalyst in optimizing the internalization of the dayah’s tri-curriculum (Tahfidz, Qanun, and Language) through Albert Bandura’s Social Modeling mechanism, moving systematically from the attention and retention phases to production and motivation. Furthermore, grounded in Herbert C. Kelman’s social influence theory, this positive perception successfully triggers a profound transformation in the students' moral consciousness—bypassing the conformity of forced compliance, shifting toward identification, and ultimately culminating in a well-established internalization phase. This conscience-driven compliance ultimately fosters an authentic and enduring character within the students. This study accentuates that the legitimacy of educators' competence serves as the primary transformative instrument for the moral development of students within a total institution.