Problematika Sistem Pembelajaran Di Madrasah Diniyah Formal Al-Munawwaroh Kwagean Kediri

Madrasah diniyah plays a pivotal role in strengthening religious comprehension and building exemplary character among Islamic boarding school students. Nevertheless, empirical execution reveals persistent systemic obstacles that hinder the optimum quality of instructional delivery. This descriptive qualitative inquiry aims to critically evaluate the instructional system problems at Madrasah Diniyah Formal Al-Munawwaroh Kwagean Kediri, examining educator dynamics, learners' conditions, learning facilities, curriculum design, and instructional methodologies. Empirical evidence was gathered through rigorous field observation, in-depth interviews with institutional leadership, teachers (ustadz), and students, alongside institutional documentation. The findings indicate that the primary instructional impediments stem from student physical exhaustion due to overlapping schedules, teacher absenteeism triggered by multiple external responsibilities, lack of representative classroom spaces, and the excessive reliance on traditional passive lectures. Consequently, systematic interventions are urgently required through integrated scheduling, pedagogical training workshops for educators, progressive infrastructure development, and the adoption of collaborative, student-centered learning models. ABSTRAK Madrasah diniyah memegang peranan krusial dalam membangun pemahaman keagamaan mendalam dan membentuk karakter religius santri di tengah dinamika masyarakat modern. Namun, dalam tataran praksis masih kerap ditemukan beragam hambatan sistemik yang mengurangi efektivitas transfer keilmuan. Riset kualitatif deskriptif ini bertujuan untuk menganalisis secara komprehensif problematika sistem pembelajaran di Madrasah Diniyah Formal Al-Munawwaroh Kwagean Kediri, mencakup dimensi pendidik, peserta didik, sarana prasarana, kurikulum, serta metode pengajaran. Pengumpulan data dilaksanakan melalui observasi lapangan terstruktur, wawancara mendalam terhadap pimpinan, pengajar (ustadz), dan santri, serta kajian dokumentasi madrasah. Temuan penelitian membuktikan bahwa kendala utama berakar dari rendahnya ketahanan fisik santri akibat benturan jadwal madrasah dengan rutinitas pesantren, rangkap jabatan guru yang memicu absensi kelas, keterbatasan ruang belajar representatif, serta dominasi metode ceramah yang pasif. Oleh karena itu, diperlukan revitalisasi sistem melalui penyusunan jadwal terpadu, pelatihan pedagogik guru pesantren, pemenuhan infrastruktur digital bertahap, dan penerapan metode pembelajaran kolaboratif yang partisipatif.