Implementasi Pendidikan Holistik Melalui Kegiatan Tahunan terhadap Karakter Santriwati di Pondok Modern Darussalam Gontor Putri 8
Penelitian ini bertujuan mendeskripsikan implementasi pendidikan holistik melalui kegiatan tahunan dalam pembentukan karakter santriwati di Pondok Modern Darussalam Gontor Putri 8. Pendidikan holistik di Gontor tidak hanya berlangsung di kelas, tetapi diwujudkan dalam berbagai kegiatan tahunan seperti Pekan Perkenalan Khutbatu-l-‘Arsy (PKA), Pekan Olahraga dan Seni (PORSENI), Panggung Gembira (PG), serta kegiatan kepramukaan. Kegiatan ini tidak sekadar seremonial, melainkan media internalisasi nilai karakter seperti disiplin, tanggung jawab, kepemimpinan, kerja sama, kemandirian, dan kejujuran. Penelitian menggunakan pendekatan kualitatif deskriptif melalui observasi, wawancara mendalam, dan dokumentasi. Subjek penelitian meliputi santriwati kelas V–VI, ustadzah pembimbing, serta dokumen kegiatan. Hasil penelitian menunjukkan bahwa keterlibatan santriwati dalam kepanitiaan dan pelaksanaan kegiatan tahunan melatih kepemimpinan, pengambilan keputusan, penyelesaian konflik, kerja sama, dan tanggung jawab, sekaligus mengasah kemampuan manajerial serta solidaritas. Dengan demikian, kegiatan tahunan terbukti menjadi instrumen strategis dalam implementasi pendidikan holistik yang mampu menanamkan nilai karakter secara berkesinambungan. This study aims to describe the implementation of holistic education through annual activities in shaping the character of female students at Pondok Modern Darussalam Gontor Putri 8. Holistic education at Gontor is not limited to classroom learning but is manifested in various annual activities such as the Pekan Perkenalan Khutbatu-l-‘Arsy (PKA), Sports and Arts Week (PORSENI), Panggung Gembira (PG), and scouting programs. These activities are not merely ceremonial events but serve as a medium for internalizing character values such as discipline, responsibility, leadership, cooperation, independence, and honesty. This research employed a descriptive qualitative approach using observation, in-depth interviews, and documentation. The participants consisted of senior students (fifth and sixth grades), supervising teachers, and institutional documents. The findings indicate that active involvement in organizing and carrying out annual activities fosters leadership, decision-making, conflict resolution, teamwork, and responsibility, while also enhancing managerial skills and solidarity. Thus, annual activities are proven to be strategic instruments in the implementation of holistic education that effectively instills character values in a sustainable manner.