Perbandingan Sistem Pendidikan Formal dan Pesantren di Indonesia dan Malaysia dalam Pembentukan Karakter Peserta Didik

Abstract

Character building among students is a primary objective of education in both Indonesia and Malaysia. Formal education and Islamic boarding school education play pivotal roles in instilling religious, moral, social, and national values, despite their differing characteristics, policies, and operational systems. This study aims to describe the formal education systems in Indonesia and Malaysia regarding student character building, outline the islamic boarding school education systems in both countries, and analyze the similarities and differences between them in shaping student character. A qualitative approach was employed, utilizing library research and a comparative method. Data were gathered from scholarly articles, books, policy documents, and relevant research findings, then analyzed using content analysis techniques involving data reduction, data presentation, and conclusion drawing. The results indicate that Indonesia's formal education system emphasizes the integration of Pancasila values, religious education, and school culture, whereas Malaysia fosters character education through a national curriculum oriented toward national identity, multiculturalism, and inclusivity. Regarding islamic boarding school education, Indonesia excels in character building through residential living, the exemplary role of the kyai (religious leader), and the habitual practice of Islamic values; conversely, Malaysia develops Islamic education through pondok and religious schools that are integrated into the national education system. While the two countries differ in institutional structures and educational policies, they share the same goal of shaping students with strong character. Consequently, both education systems have the potential to complement each other through the exchange of best practices in character education development.