Model Storytelling Kontekstual untuk Pendidikan Karakter di PKBM Pesantren
DOI:
https://doi.org/10.32832/jpg.v7i3.24665Abstract
Abstract
Character education in pesantren-based Community Learning Centers (PKBM) is challenged by heterogeneous learners and limited learning time. This study analyzes storytelling practices, religious narrative adaptation, Islamic character internalization, and the development of a context-sensitive substantive theory. A qualitative constructivist grounded theory design was employed. Data were collected from January to June 2026 through participant observation, interviews with 19 informants, and document analysis at PKBM Maju Bersama and Pondok Pesantren Tahfidz Rohmatul Mawaddah. Analysis involved open, axial, and selective coding, memo writing, and constant comparison. The findings reveal adaptive and differentiated storytelling through tiered stories, contextual protagonists, flexible grouping, multimodal delivery, micro-storytelling, integrated storytelling, asynchronous storytelling, and the Qisshah Jumat ritual. Character internalization developed through emotional identification, behavioral modeling, spiritual reflection, social practice, and identity transformation within a storytelling-muhasabah-mabit-khidmah cycle. The study formulates SCARIF as implementation principles and ADAPTIF as a transformative mechanism. Storytelling is meaningful when it functions as an integrated pedagogical ecosystem rather than an isolated moral-delivery technique.
Keywords: character education; storytelling; grounded theory; PKBM; pesantren
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Copyright (c) 2026 Ade Muhammad Syafaat, Iim Suryahim, Edi Riyadi, Ihsan Nulyaman, Saepudin saepudin
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