AKTUALISASI PENDIDIKAN AKHLAK KONSEP TA’LIM AL-MUTA’ALLIM AZ-ZARNUJI STUDI DI PESANTREN SALAFIYAH WILAYAH MATARAMAN JAWA TIMUR

The moral education of the Az-Zarnuji Ta’līm al-Muta’allim fī Tarīq at- Ta’allum concept applied by salafiyah pesantren in the Mataraman area of East Java has so far been realized through various models and media actualization, both through pesantren culture, Javanese culture (Mataraman), and modernization. The existence of the five pesantren that build moral education through the Az-Zarnuji ta'lim is intertwined in the typical acculturation and actualization process. This assumption will be tested by researchers through the formulation of the problem as follows; (1) Why is the book of Ta'lim al-Muta'allim Az-Zarnuji applied and applied as moral education for salafiyah pesantren in Mataraman Region, East Java; (2) How is the actualization and dynamics of the moral education of Az-Zarnuji's ta'lim concept at the Salafiyah pesantren in the Mataraman area of East Java from time to time; (3) What are the forms of cultural acculturation in the actualization of moral education of Az-Zarnuji's ta'lim concept at salafiyah boarding schools in Mataraman, East Java; (4) What roles can be given to acculturative moral education for the development of Az-Zarnuji's ta'lim concept moral education in Salafiyah Islamic boarding schools in the Mataraman area of East Java. The object of this study is the process of acculturation and actualization of learning the book Ta'līm al-Muta'allim by Az-Zarnuji and its internalization process at PP Darul Huda Mayak Ponorogo, PIP Tremas Pacitan, PP Darul Ulum Magetan, PP Sabilut Taqwa Nganjuk, and PP Mamba' ul Ulum Blitar. Researchers found research data by direct observation to five Islamic boarding schools. The researcher also conducted in-depth interviews with 5 sources as key informants. These results indicate that: (1) the use of the book Ta'līm al-Muta'allim Az- Zarnuji as an important book of moral education in Salafiyah Islamic boarding schools in the Mataraman area of East Java was chosen because of the consideration of its systematic and accessible discussion model as well as considerations of compliance with the system. set in Islamic boarding schools (2) The dynamics of moral education which is elaborated on the morals of education in the book Ta'līm al-Muta'allim Az-Zarnuji carried out by salafiyah pesantren in the Mataraman area of East Java as a pesantren response to modernization in the form of a classical system through formal schools and the use of modern learning media. Especially what happened at PP Sabilut Taqwa Nganjuk, the response to modernization was used to strengthen the "old style" learning system as a tactic to "reject" all things that smelled modern. Meanwhile, the response to Javanese culture (Mataraman) was carried out by 5 (five) salafiyah Islamic boarding schools in East Java as a role model for the actualization of moral education in Az-Zarnuji's ta'lim concept; (3) The acculturation of culture that occurs in the practice of moral education of the Az-Zarnuji concept of ta'lim in 5 (five) salafiyah Islamic boarding schools in Mataram, East Java, realizes a classical learning system through formal schools and modern learning technology. The acculturation of culture is also manifested in the form of actualization of morals through the culture of sungkeman, pilgrimage, and tirakatan which results in acculturative moral education with the exception of PP Sabilut Taqwa Nganjuk wich actually resulted in rejection and origination to maintain the “old style”; (4) There are three roles of acculturative moral education, namely the role of goals/motives, the role of methodology, and the role of valuable content that can be used as the development of moral education of Az-Zarnuji's ta'lim concept in the five salafiyah pesantren in Mataraman, East Java. The results of this study contribute that the method of moral education of the Az-Zarnuji concept of ta'lim both held in Islamic boarding schools and Islamic educational institutions, in general, develops in various variations, and, in the realm of theory, the development of the discourse on the theory of acculturative moral education as an alternative to the development of moral education