THE FOUNDATION OF DEVELOPING CHARACTER BUILDING IN HAMZANWADI NAHDHADUL WATHAN DINIYAH ISLAMIYAH (NWDI) ISLAMIC BOARDING SCHOOL IN EAST LOMBOK

The issues of character-building quality and morality in Indonesia still become everyday tasks. A high rate of crime and violence occurs in ordinary people's life. Many younger generations, particularly school-age kids, were engaged in promiscuity, brawls, fight, et cetera. Thus, for solving the youth generation problem from an early age, improving character building is necessary. Islamic boarding school has a very strategic role in building character. The study is qualitative research with a study case in Hamzanwadi Nahdhadul Wathan Diniyah Islamiyah (NWDI) Islamic boarding school through an interview, thorough discussion, and direct observation in the research site. The study shows that the foundations for developing character building are religious, philosophical, and empirical. These three foundations make Hamzanwadi Diniyah Islamiyah (NWDI) Pancor Islamic boarding school still exists and become exemplary for other Islamic boarding schools in developing character building. The character built corresponds to the expectation of the Islamic boarding school founder.


INTRODUCTION
The quality of Indonesian education continues to be improved become better. Intellectual and emotional intelligence becomes education objective. Meanwhile, character-building keeps on developed so that it will be maximum in the application of education. The increasing problems, particularly juvenile delinquency, promiscuity, drug abuse, clashes between youngsters, is why character building for the young generation is necessary. The efforts to develop character-building must be consistently carried out for the progress of National Education. A developed and qualified education is the nation's dream so that the young generation can compete atthe National and global levels.
Religious education in building character is the primary education for humankind. Religious education in the school is adjusted to students' beliefs or religion in the school. Indonesia has religious and cultural diversity; thus, every student is entitled to religious education conforming to their beliefs (Stockinger, 2019;Ergin, 2019). Contribution to build and strengthen character is determined mainly by religious education obtained by the students in the school. Religious education is not only taught because of mere obligation but religious education is expected by society to solve moral and etiquette problems in real life (Zidnyet al., 2020).
The purpose of religious education is to instill faith and devotion in every student, similarly by building noble and virtuous character in the daily life of a community. Building noble and virtuous character corresponds to the Islamic sharia for Muslim students. A good process transfer of spiritual lessons will generate a good result. Religious teaching will be swiftly understood if it was also conveyed or communicated with good language. Likewise, the factor of teacher's patient is very much needed (Mailool, 2020). Therefore, religion teachers' ability is very determined in the success of religious education at school. A figure of a teacher who can give good exemplary or role model is very required, particularly for inclusive education (Kwan, 2020;Sticker, 2019).
Character education becomes new attention, particularly on educational institutions; this spotlight was shown by inserting character building into the inspection manual book (Ofsted, 2019). Nevertheless, the definition of character-building ideas has been discussedby many scientists until now (Kristjánsson, 2015;Jerome and Kisby, 2019). The debate regarding the comprehensive definition of character education ideas becomes the reason for applying programs to character building.  However, there are some definitions agreed for making it as a reference (Arthur, 2003).
In England, London, religious education was introduced in 19870.
Initially, religion education was brought to public schools in London (Shaw and Sherly 2018). However, the term of religious education was currently altered as religious teaching (HMSO, 1870). A form of Christian moral standard promotion reported Barnes (2014). The religious lesson was officially renamed in the Education Act in 1944 to religious education. Then in 1988, religious education was enshrined in a multireligious form (Barnes, 2014). Hence, religious education remains active because overall, religious education can form an excellent moral attitude and behavior, and it is found out that religion gives moral purpose to students or pupils at the school. Religious education was admitted to become a good stimulus for students' better moral and behavioral (Moulin-Stożekand Metcalfe 2018).
The level of human resources quality is determined by the process and result of the study in the educational institution. The qualified education process and its implementation impact a good learning outcome, as Hidayat & Patras (2013) reported. The effort to build character building has been conducted by establishing an honesty canteen-the result by implementing honesty canteen showing that most student has not honest yet. The obstacle faced is that the student has not been accustomed yet to act honestly. An honest behavior starts with exemplary and the environment building honest character to students. Therefore, the exemplary or role model by teachers, staff at the school, and parents must be improved. Giving examples to build honest character is also adjusted with students' age and understanding. Moreover, the stressing point is students' obedience to the school's regulation, learning process, and all its activities (Gurning& Laura, 2014;Andayati, 2012;Santosa, 2010).  The view on character building is narrowly connected to individual moral behaviorexpressed in their real life and suggests that the focus of character building has lied on the personal rather than public etiquette as explained by (2017). The followers of character-building acknowledge that social context is crucial in developing character-building; nevertheless, they conclude that it is easier to change individuals than a community, as Walsh (2018) reported. Winton (2008) comments that the focus of character building on individuals will make great cultural, economic, and political institutions and perpetuate the status quo.
Character education provides focus on the changes in individual attitudes. The idea of character building focuses on individual characters influenced by their readings. Reading and insight of an individual can change behavior and attitudes towards something. Besides individuals, character-building also views the social influence that is conservative influencing individuals (Bull & Allen, (2018) ;Taylor, 2018). Boyd (2010) criticizes the character education program by saying that most literature on character building, which are conservative, empirical, moral, and political, deviating froman education perspective.
The tasks of education are enormous, particularly to overcome students' problems or youth generation. The degradation of the youth generation's morals becomes a common task, particularly in educational institutions. The younger generation is the next generation that is expected to be a leader in the future. The role of Islamic boarding schools is significant in developing character education. Religious education taught in Islamic boarding schools is the primary capital in character building. The research aims to analyze the foundation for developing character-building in Hamzanwadi Nahdatul Wathan Diniyah Islamiyah (NWDI) Pancor Islamic boarding School, East Lombok Regency, West Nusa Tenggara.

METHOD
The research was conducted in Hamzanwadi Nahdatul Wathan Diniyah Islamiyah (NWDI) Pancor Islamic boarding school, East Lombok Regency, West Nusa Tenggara, Indonesia. The study employs a case study using a qualitative approach. The data collection conducted the used interview, observation, thorough discussion, and documentation techniques. The research used to interview and conduct a thorough discussion with the Tuan Gurus, teachers, and people in the Islamic boarding school. The data were collected and analyzed specifically and then concluded. Generally, the data were analyzed using an interactive model. At the beginning of the process,the data was collected,deducted, decoded, categorized, and verified. The data verification of the processed data is then spelled out based on observation conducted (Miles et al., 2014). The study analyses the foundation for character-building implementation in Hamzanwadi NW Diniyah Islamiyah Pancor Islamic boarding school character building. The research emphasizes the event aspect and process in character-building carried out by individuals or a group (Gall et al., 2003). Lombok Regency, NTB. In the early establishment, the education system developed is the halaqah system, which sits on floors without class and divisions, and they did not issuea certificate. Besides teaching religious studies to students, Tuan Guru teaches Islam teachings through public sermons and studying books of Fiqh and Tafsir (Exegesis).

Hamzanwadi NWDI Islamic School
The learning model employed by Tuan Guru was altered from the halaqah system to the semi-classical system. The students were    Developing the students'interest to deepen the "courtesy" of politeness and morality while studying or being students and until graduation and continuously expanding interest in strengtheningthe religion and following religious teachings with willingness and passion.
 Instilling a sense of love for the Qur'an by glorifying it, highly regarding it much nobler than other books, reciting correctly and perfectly, understanding and practicing its teachings.
 Instilling students the sense of love to Rasulullah SAW, Ahlul al-bait, Companions, Tabiin, and Ulema.   Instilling to students a sense of willingness, optimism, self-confidence, responsibility, respect for duties, cooperation for goodness and piety, compassion, wanting good for others, patience, love to sacrifice, defending religion and the homeland.
 Educating students' driving instincts and desires strengthen them with the Aqeedah of Ahlusunnah Waljama'ah and the values that familiarize them, especially "polite manners" and muamalat.
 Instilling a strong Aqidah, faith, and piety.
 Cleaning up students' hearts and all kinds of heart diseases such as envy, spite, deviation, hatred, rudeness, persecution, egoism, deceit, betrayal, hypocrisy, doubt, division, et cetera.

Religious and Philosophical foundation in Developing Character
Building Religiosity foundation is the primary foundation in developing character building. An Islamic boarding school that has religious basics is the primary capital in instilling and developing character building.
Improving students' religiosity and morality is crucial in the characterbuilding process (Arthur, 2019). The purpose of character building in Islamic boarding schools is to build noble character or entirely students' morality; they get academic knowledge or a good intellectual and emotional intelligence and high religiosity. Noble or morality character building is prioritize compared to academic score as in the grades of a report. Skaggs &Bodenhorn (2006) has reported their research aimed to find out the relation between implementation of character-building values to students behavior and study result.

Empirical Foundation in Developing Character Building
Tuan Guru in developing character building in Hamzanwadi NWDI Pancor Islamic boarding school was based not only on religious and philosophical but also on empirical views. Tuan Guru's empirical foundation in developing character building comes from two elements: (1) Tuan Guru'sexperience in studying, and (2)  faith. Islamic values adopted by an academic unit, the particular community might be adopted with the intention to strengthen students' beliefs. At the same time, the source and type of values of characterbuilding function as guidance to determine the success of the educational process in a school or an Islamic boarding school (Zurqoni et al., 2018).

CONCLUSION
The foundations of character building in Hamzanwadi NWDI Pancor Islamic boarding school are religious, philosophical, and empirical. The religious and philosophical foundations are coming from the Qur'an, Hadith, and Ulema's book. Pancasila and Islamic values can become the basis of developing character building in the Islamic boarding school.
Meanwhile, the empirical foundation was embodied in Tuan Guru's experience or teachers who became the founder of the boarding school.
The empirical foundation comes from two aspects: First, the experience of Tuan Guru when he was studying, Second, the experience of Tuan Guru after becoming an Islamic boarding school leader. The steps can be done in developing character-building either through formal or non-formal education through da'wah and various activities in the communities such as hiziban activities, sermons, celebrating Islamic boarding school anniversaries, and other routine activities that can develop character building for students or Santri.