The Moral Architecture of Ethical Education for the Golden Generation 2045: A Case Study of MAN 2 Malang Boarding Madrasah

Fitratul Uyun; Aninda Tri Safinatun Najah; Muhammad Walid

doi:10.18860/icied.v11i1.3878

Fitratul Uyun UIN Maulana Malik Ibrahim
Aninda Tri Safinatun Najah Universitas Islam Negeri Maulana Malik Ibrahim
Muhammad Walid Universitas Islam Negeri Maulana Malik Ibrahim

DOI: https://doi.org/10.18860/icied.v11i1.3878

Keywords: Value Construction, Ethics Education, Boarding Madrasah, Student Character, Golden Generation 2045

Abstract

This study examines how ethical education is produced at MAN 2 Malang, a leading state boarding madrasah in East Java, Indonesia, and how it prepares students for the Golden Generation 2045, Indonesia’s national vision of a generation that will lead the country at the centenary of its independence. We argue that ethical education emerges not only from teaching but from the moral architecture of the institution: the deliberate alignment of vision, relationships, routines, spaces, and technologies across the madrasah’s entire ecology. A qualitative single-case study drew on in-depth interviews with 13 informants (school leaders, teachers, library staff, and four students), participatory observation, and document analysis. Data were analyzed with Miles, Huberman, and Saldaña’s interactive model, complemented by pattern matching and explanation building. Three interdependent layers of moral architecture were identified: (1) a normative layer, in which akhlakul karimah is set as the highest institutional goal and embedded in strategic planning and the “Juara Prima” work culture; (2) a relational layer, in which teachers, leaders, and peers model conduct and daily spiritual routines (Quzido) form collective habits; and (3) a material layer, in which spatial arrangements, CCTV, and a point-based code of conduct shape behavior preventively. Aristotle’s virtue ethics, Al-Ghazali’s tazkiyatun nafs, and Fazlur Rahman’s “double movement” serve as complementary interpretive lenses rather than a unified theory. Sustaining the architecture is challenged by student heterogeneity, limited supervision, digital distraction, funding constraints, and external influences. The study offers a boarding-madrasah model of ethical education as institutional design.

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