Madrasah sebagai lingkungan belajar formal berperan penting dalam mewujudkan peserta didik yang berakhlakul karimah. Keberhasilan madrasah dalam membentuk karakter peserta didik tidak lepas dari peranan manajemen. Manajemen pendidikan karakter merupakan cara bagaimana pendidikan karakter tersebut direncanakan, dilaksanakan dan dikendalikan dalam kegiatan-kegiatan madrasah secara memadai, meliputi muatan kurikulum, pembelajaran, pembiasaan dan kegiatan lain yang mendukung program tersebut. Oleh karena itu manajemen madrasah merupakan salah satu strategi yang efektif dan efisien dalam mewujudkan peserta didik yang religius, disiplin dan bertanggung jawab.
Penelitian ini dimaksudkan untuk menjawab permasalahan: (1) Bagaimana manajemen pendidikan karakter religius, disiplin dan tanggung jawab di MAN 1 Pati ? (2) Bagaimana manajemen pendidikan karakter religius, disiplin dan tanggung jawab di MAN 2 Pati ? (3) Bagaimana perbedaan manajemen pendidikan karakter religius, disiplin dan tanggung jawab di MAN 1 Pati dan MAN 2 Pati?
Penelitian ini adalah penelitan kualitatif lapangan. Data diperoleh melalui metode observasi, wawancara terstruktur, dokumentasi, serta berbagai literatur yang relevan dengan pembahasan seperti arsip-arsip tertulis, foto kegiatan pelaksanaan kegiatan pendidikan karakter. Data yang terkumpul dari teknik tersebut di analisis dengan menggunakan reduksi data, penyajian data, dan verifikasi (kesimpulan).
Hasil penelitian ini menunjukkan bahwa penyelenggaraan pendidikan karakter religius, disiplin dan tanggung jawab di MAN 1 Pati dan MAN 2 Pati memiliki persamaan yakni dilakukan secara terpadu pada setiap kegiatan di madrasah melalui tiga jalur utama yaitu (1) terpadu melalui kegiatan pembelajaran, (2) terpadu melalui kegiatan Ekstrakurikuler dan (3) terpadu melalui kegiatan pembudayaan dan pembiasaan. Adapun manajemen pendidikan karakter religius, disiplin dan tanggung jawab meliputi: (1) perencanaan pendidikan karakter, (2) pengorganisasian pendidikan karakter (3) pelaksanaan pendidikan karakter dan (4) pengawasan pendidikan karakter yang diterapkan di madrasah. Perbedaan di kedua situs adalah MAN 1 Pati mewujudkan karakter religius, disiplin dan tanggung jawab dengan adanya Boarding School. Di madrasah ini sangat kental dengan suasana religius dan disiplin, terlihat dari kegiatan sehari-hari peserta didik yang mengalami perkembangan secara signifikan dalam menjalankan aktifitas-aktifitas ibadah seperti sholat berjamaah, tilawah Qur’an dan pengajian kitab. Peserta didik yang tergabung dalam Boarding School terbiasa mengaji setiap hari dan disiplin dalam melaksanakan sholat secara berjamaah dengan penuh kesadaran. Sedangkan MAN 2 Pati aktif dalam perannya sebagai pelopor dalam program pengembangan pendidikan karakter di lingkungan madrasah namun tetap menjaga hubungan baik dengan stakeholder dan masyarakat. Adapun program yang dikembangkan yakni memberikan bantuan belajar kepada para peserta didik baik yang masih belajar di madrasah maupun yang sudah lulus untuk melanjutkan studi di perguruan tinggi. Layanan ini memberikan dampak positif kepada peserta didik dan masyarakat. Pada peserta didik yang mendapat bantuan belajar menjadi muncul sikap tawadhu’, merasa senang karena mendapat perhatian dari madrasah dan lebih termotivasi dalam belajar, sehingga menyelesaikan studinya dengan penuh rasa tanggung jawab sampai berhasil meraih gelar sarjana.

ABSTRACT:
Madrasah as formal learning environments play an important role in realizing students who have morals. The succes of madrasah in shaping the character of students cannot be separated from the role of management. Character education management is the way how character education is planned, implemented and controlled in madrasah activities adequately, including curriculum content, learning, habituation and orther activities that support the program. Therefore, madrasah management is one of the effective and effcient strategies in realizing religious, disciplined and responsible students.
This research is intended to answer the following problems: (1) How is the management of religious character education, discipline and responsibility at MAN 1 Pati ? (2) How is the management of religious character education, discipline and responsibility at MAN 2 Pati ? (3) What are the differences in the management of religious character education, discipline and responsibility at MAN 1 Pati and MAN 2 Pati ? This research is a field qualitative research. Data obtained through observation methods, structured interviews, documentation, as well as various literatures relevant to the discussion such as written archives, photos of the implementation of character education activities. The data collected from these techniques were analyzed using data reduction, data presentation, and verification (clonclusion).
The result of this study indicate that the implementation of religious character education, discipline and responsibility at MAN 1 Pati and MAN 2 Pati has in common that is carried out integrated manner in every activity at the madrasah through three main channels, namely (1) integrated through learning activities, (2) integrated through extracurricular activities and (3) integrated through culture and habituation activities. The management of religious character education, discipline and responsibility includes:
(1) character education planning, (2) character education organization (3) character education implementation and (4) character education supervision applied in madrasah. The difference between the two sites is that MAN 1 Pati embodies religious character, discipline and responsibility with the existence of a Boarding School. This madrasah is very thick with a religious and disciplined atmosphere, as can be seen from the daily activities of students who have experienced significant development in carrying out worship activities such as congregational prayers, recitations of the Qur’an and recitation of books. Students who are members of the Boarding School are accustomed to reading the Koran every day and are disciplined in carrying out prayers in congregation with full awareness. While MAN 2 Pati is active in its role as a pioneer in character education development programs in the madrasah environment but still maintains good relations with stakeholders and the community. The program developed is to provide learning assistance to students, both those who are still studying in madrasas and those who have graduated to continue their studies in higher education. This service has a positive impact on students and the community. Students who receive study assistance develop an attitude of tawadhu',feel happy because they are getting attention from the madrasah and are more motivated in learning, so that they complete their studies with a full sense of responsibility until they get a bachelor’s degree.