Dunia pendidikan saat ini kurang memperhatikan perkembangan kepribadian peserta didik secara komprehensip (utuh). Untuk itu diperlukan model pendidikan karakter holistik yang menerapkan pola pendidikan terpadu antara penekanan pada pendidikan agama yang dikombinasikan dengan kurikulum pendidikan umum dan menekankan pada penguasaan sains dan teknologi. Berdasarkan permasalahan sebagaimana dikemukakan di atas, permasalahan dalam penelitian ini, yakni: pertama, bagaimana model pendidikan karakter holistik di SMPIT Assalaam, SMP Al Fusha dan SMP Sains Cahaya Al-Qur’an Syafi’i Akrom Boarding School Pekalongan?, dan kedua, bagaimana model pendidikan karakter holistik di SMP Boarding School?. Penelitian ini termasuk jenis penelitian lapangan (field research). Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif dengan penelitian studi kasus (case study. Sumber data penelitian ini berupa person, place, dan paper. Teknik pengumpulan datanya menggunakan wawancara, observasi, dan dokumentasi. Sedangkan teknik analisis datanya menggunakan data reduction, data display, dan conclusion drawing/verification.
Hasil penelitian menunjukkan bahwa pertama, model pendidikan karakater holistik yang ada di SMPIT Assalaam menggunakan model pendidikan karakter holistik terintegrasi berbasis pada Assalaam Learning Chararcter (ALC) yang diintegrasikan kedalam seluruh mata pelajaran dan didasarkan kepada kurikulum pendidikan Islam terpadu dengan model bias sains (bimbingan, intensif, Al Qur’an, sains, spirit (jiwa, hati), aplikasikan, interest, networking, dan sample. Sedangkan model pendidikan karakater holistik yang ada di SMP Al Fusha mengembangkan model pendidikan karakter holistik terintegrasi dalam setiap mata pelajaran yang diintegrasikan pada kegiatan di sekolah, madrasah diniyah, dan pesantren dengan model simpatic (spiritual, intelektual, mentoring, parenting, aplication, thurast, intensif, dan collaboration). Sementara itu, model pendidikan karakater holistik yang ada di SMP sains Cahaya Al-Qur’an menggunakan model terintegrasi pada setiap mata pelajaran berbasis pada Al Qur’an dan Sains yang diajarkan pada kegiatan pendidikan sekolah, madrasah, dan pesantren dengan model “bias simpatic”, yaitu bimbingan, intensif, Al-Qur’an, sains, spiritual, intelektual, mentoring, parenting, aplication, thurats, interest, dan collaboration. Kedua, model pendidikan karakter holistik di SMP Boarding School menggunakan model pendidikan karakter holistik terintegrasi berbasis pada BIAS SIMPATIC SAINS, yaitu; bimbingan, intensif, Al Qur’an, sains (teknologi), spiritual, intelektual, mentoring, parenting, application (penerapan/tindakan), thurast (kitab), imitation (contoh), collaboration (kerjasama), supervision/surveillance (pengawasan), arahkan, interest (minat), natural (kebiasaan/pembiasaan), dan spirit (jiwa, emosi atau hati).

ABSTRACT:
The world of education is currently not paying attention to the development of the students’ personality in a comprehensive (intact) manner. Therefore, we need a holistic character education model that applies an integrated education of religious aspects combined with general curriculum which emphasizes on mastery of science and technology. Based on the aforementioned problems, this study aims at investigating two questions: 1) how is the model of the holistic character education used at SMPIT Assalaam, Al Fusha Middle School and Al-Qur'an Light Science Middle School Syafi'i Akrom Boarding School Pekalongan? 2) how is the holistic character education model used at SMP Boarding School? Conducted as aa field research, this research uses qualitative approach with case study research. The data sources of this research are person, place, and paper. The data collection technique uses interviews, observation, and documentation, while the data analysis techniques use data reduction, display data, and conclusion drawing/verification.
The results show that first, the holistic character education model in SMPIT Assalaam uses an integrated holistic character education model based on the Assalaam Learning Characters (ALC) which is integrated into all subjects and is based on an integrated Islamic education curriculum with “BIAS SAINS” model (guidance, intensive, Al Qur'an, science, spirit (soul, heart), application, interest, networking, and samples. Meanwhile, the holistic character education model at Al Fusha Middle School develops a holistic character education model integrated in every subject that is integrated into activities in schools, madrasah diniyah and pesantren with “SIMPATIC” model (spiritual, intellectual, mentoring, parenting, application, thurats,, intensive, and collaboration). Meanwhile, the holistic character education model in SMP Sains Cahaya Al-Qur'an uses an integrated model in each subject based on the Qur'an and science which are taught in school, madrasah and pesantren education activities with a "BIAS SIMPATIC" model, namely guidance, intensive, Al-Qur'an, science, spirituality, intellectuality, mentoring, parenting, application, thurats, interest, and collaboration. Secondly, the holistic character education model at SMP Boarding School uses an integrated holistic character education model based on BIAS SIMPATIC SAINS, namely; guidance, intensive, Al Qur'an, science (technology), spiritual, intellectual, mentoring, parenting, application (application/action), thurats (book), imitation (example), collaboration, supervision/ surveillance, direct, interest, natural (habit/habituation), and spirit (soul, emotion or heart).