University–Madrasah Partnership Model for Islamic Counseling Development Integrating the Seven Habits

University–Madrasah Partnership Model for Islamic Counseling Development Integrating the Seven Habits | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article University–Madrasah Partnership Model for Islamic Counseling Development Integrating the Seven Habits Dina Hajja Ristianti, Elce Purwandari, Ali Murtadho, Idi Warsah, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8905032/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract This study aims to develop a university-madrasah partnership model, implemented through a collaborative mechanism, to improve Islamic guidance and counseling services based on a character development framework adapted from the Covey Seven Habits. The method used is Research and Development (R&D) with the ADDIE model, including analysis, design, development, implementation, and evaluation. The research subjects consisted of school counselors and heads of State Islamic High School ( Madrasah Aliyah Negeri ) and State Islamic Junior High School ( Madrasah Tsanawiyah Negeri ) madrasah in Rejang Lebong Regency and Lubuklinggau City. Needs analysis shows that 90% of school counsellors require professional support from universities to develop Islamic guidance services and counseling that align with the characteristics of students. At the design stage, a Partnership Module for Higher Education and Madrasah was developed, which contains a theoretical, philosophical, and practical basis for Islamic counseling based on good habits. Expert validation obtained an average score of 4.58 in the very decent category. The implementation of the program develops the competence of school counselors in Islamic counseling and results in a noticeable improvement in student behavior. Formative and summative evaluations affirm that this model is effective, useful, and sustainable, and contributes to the strengthening of the Tri Dharma of Higher Education and the formation of students' Islamic character. University-madrasah partnerships Islamic counselling Seven habits Character education Educational collaboration Partnership models Figures Figure 1 INTRODUCTION Madrasah plays a strategic role in shaping students' character by integrating academic learning with Islamic values [ 1 ], [ 2 ]. In the context of contemporary educational challenges, character education has become increasingly urgent due to increasing concerns about students' moral development, self-discipline, responsibility, and social behavior [ 3 ]. These challenges are often reflected in issues such as low motivation to learn, weak self-regulation, and limited social responsibility among students [ 4 ], [ 5 ], [ 6 ], [ 7 ], [ 8 ], [ 9 ], which shows the need for a structured and value-based character education framework. One of the character education frameworks that is in harmony with developmental psychology and Islamic educational values is Covey's Seven Habits [ 10 ], [ 11 ], [ 12 ], [ 13 ], [ 14 ]. This framework emphasizes proactive behavior, goal-setting, self-management, empathy, cooperation, and continuous self-improvement [ 10 ], [ 15 ], [ 16 ], [ 17 ]. When applied in a madrasah, the Seven Habits provide practical guidance for students to internalize positive behaviors that support academic achievement, emotional well-being, and moral integrity. In addition, these customs align with Islamic teachings that emphasize responsibility ( amanah ), self-control ( mujahadah al-nafs ), cooperation ( ta'awun ), and self-improvement throughout life ( islah ). Integrating Covey's Seven Habits into madrasah education is not only a response to perceived moral deterioration but also a strategic effort to strengthen the holistic development of students. This integration positions madrasah as institutions that are able to respond to modern challenges while maintaining a distinctive Islamic identity [ 14 ], [ 18 ], [ 19 ], [ 20 ]. Although the importance of Covey's Seven Habits has been recognized, its implementation in madrasahs is still limited and fragmented. Many madrasahs lack systematic programs, structured guidance models, and professional support to effectively integrate the Seven Habits into counseling services and daily school practices [ 21 ]. Character education initiatives are often implemented incidentally, without a clear framework, evaluation mechanism, or sustainability plan [ 22 ], [ 23 ]. One of the main factors contributing to this gap is the limited capacity of madrasah counseling services. School counselors often face obstacles related to program design, professional development, and access to contextually relevant models of Islamic education [ 24 ], [ 25 ]. As a result, the potential of counseling services to function as the main vehicle for character development, especially through the framework of the Seven Habits, has not been fully realized. In this context, the role of universities becomes very important [ 26 ], [ 27 ], [ 28 ]. Universities, particularly those with expertise in Islamic guidance and counseling, have academic resources, research capacity, and professional competencies that can support madrasah in developing effective character education programs [ 23 ]. Structured university-madrasah partnerships enable knowledge transfer, joint program development, counselor capacity building, and the continuous implementation of counseling-based character education models [ 1 ], [ 24 ], [ 29 ], [ 30 ], [ 31 ], [ 32 ], [ 33 ], [ 34 ], [ 35 ], [ 36 ], [ 37 ], [ 38 ], [ 39 ]. However, existing partnerships between universities and madrasah are often limited to short-term activities or informal collaborations, without a systematic model that guarantees sustainability and measurable impact. This gap highlights the need for a structured partnership model that integrates the seven habits of Covey into Islamic counseling services through collaborative but institutionalized mechanisms. Addressing this gap is the main focus of this study. METHODS Research Design The findings of this study are presented in accordance with the Research and Development (R&D) framework, with the ADDIE model as the analytical structure to report on each stage of the development process [ 40 ], [ 41 ]. Therefore, the results are organized into five phases, namely the Analysis phase, the Design phase, the Development phase, the Implementation phase, and the Evaluation phase, to show how the partnership model and its supporting modules are systematically developed, tested, and refined. This presentation reflects the logic of R&D research, where empirical findings at each stage of ADDIE inform subsequent revisions and improvements to the developed product. In the analysis phase, the researcher identified needs, problems, and opportunities through questionnaires distributed to school counselors. The design phase results in a conceptual design of the partnership model, including structures, components, roles, responsibilities, implementation mechanisms, as well as supporting tools and materials, including evaluation instruments. The development phase resulted in practical modules that were validated by eight experts and tested on two pilot madrasahs. The implementation phase was carried out in a sample madrasah with direct observation of the implementation of modules and feedback from teachers, students, and madrasah heads. The evaluation phase assesses the success and weaknesses of the module through documentation, interviews, and observations, with the results used to revise and refine the model to make it more effective and applicable Participants The subjects of this study consisted of key informants and supporting informants. Key informants include lecturers of the Islamic Education Guidance and Counseling study program who are involved in partnership activities with madrasahs, madrasah heads, school counselors, and students who are directly involved. Meanwhile, supporting informants who receive program benefits include madrasah students and students' parents. The research locations are in 2 areas, namely Rejang Lebong Regency, Bengkulu Province, and Lubuklinggau City, South Sumatra Province. The research was conducted at Madrasah Aliah Negeri and Madrasah Tsnawiyah Negeri in these 2 locations. The number of Research Subjects can be seen in Table 1 as follows. Table 1 Research Subjects No Location Grade Number School Counselor 1 Rejang Lebong Regency, Bengkulu Province State Islamic High School ( Madrasah Aliyah Negeri ) 1 5 State Islamic Junior High School ( Madrasah Tsanawiyah Negeri ) 2 2 2 Lubuklinggau City, South Sumatra Province State Islamic High School ( Madrasah Aliyah Negeri ) 2 8 State Islamic Junior High School ( Madrasah Tsanawiyah Negeri ) 1 6 Total 6 21 Instrument The data collection techniques used in this study were questionnaires, interviews, observation, and documentation. Questionnaires were used to identify needs, problems, and opportunities related to program implementation. The questionnaire grid used in this study is presented in Table 2 . Table 2 Questionnaire Grid No Indicator No Item Answer 1 Program implementation requirements 1, 2, 3, 4 Likert scale 1–5 2 Issues 5, 6, 7, 8 Likert scale 1–5 3 Potential 9,10,11,12 Likert Scale 1–5 4 Expectations and Suggestions 13 Entries In-depth interviews will be conducted in both structured and semi-structured formats with school principals and school counselors who had received training and implemented programs in their schools. The interviews focused on their experiences in building collaboration, overcoming difficulties, and producing successful programs. In this study, the interviews were guided by the interview guidelines shown in Table 3 below. Table 3 Interview Guidelines No Informant Aspect 1 School Counselors who participated in the Training Initial Understanding Quality and experience of participating in training Challenges Suggestions 2 School counselors who implement the program Understanding of the program Relevance of the Program to Madrasah Needs Implementation of the Partnership Program The Role of PT and Madrasah Impact Challenges and Recommendations 3 Madrasah Principal Understanding of the program Relevance of the Program to Madrasah Needs Implementation of the Partnership Program The Role of PT and Madrasah Impact Challenges and Recommendations 4 Students Understanding of the program Experience Behavioral changes Islamic values gained Impressions and suggestions Observations were conducted in a participatory manner, whereby researchers directly observed collaborative activities such as school counselor training, implementation of the Seven Habits of Covey program, and interactions between teachers and students at the madrasah. These participatory observations were conducted based on the observation guidelines in Table 4 below. Table 4 Observation Guidelines No Aspects Observed Indicators Observation Focus Instruments / Techniques 1 Activity preparation Readiness of the school counselor as a facilitator - Readiness of facilities and infrastructure - Clarity of activity objectives Did the school counselor prepare the activity well and explain the objectives of the activity? Direct observation and field notes 2 Implementation of activities Implementation of activities according to the program plan - Islamic counseling methods and approaches are actively used - Integration of the 7 habits into every activity Are the activities running according to plan and do the students understand Islamic values and good habits? Observation of the activity process 3 The role of the school counselor The school counselor guides students using an Islamic and communicative approach - The school counselor sets an example (uswah) in activities - The school counselor provides opportunities for self-reflection to students ( ) Is the school counselor an active model and mentor in the activities? Observation of teacher behavior 4 Student participation Students actively participate in activities - Students show enthusiasm and attention - Students are able to work together with friends Are students actively involved and showing positive attitudes during activities? Observation of student behavior 5 Implementation of the 7 Habits of Covey Students display behavior that reflects the 7 habits: proactivity, purposefulness, prioritization, win-win thinking, empathy, synergy, and self-renewal Are the values of the 7 habits evident in student behavior? Observation of Attitudes and Activities 6 Islamic Counseling Values Activities reflect Islamic values such as honesty, responsibility, discipline, and spirituality—the presence of prayer, reflection, or Islamic advice Do the activities reflect an Islamic atmosphere and support the formation of students' religious character? Observation of student processes and expressions This documentation included documents such as program modules, activity reports, and the Seven Habits of Covey. These documentation activities are combined with the research documentation guidelines in Table 5 below. Table 5 Documentation Guidelines No Aspects to be Documented Indicators Type of Document/Evidence Collected Data Source 1 Program planning -There is a proposal or design for a partnership program -There is a training and implementation schedule -There is a decree or assignment letter for the activity - Program proposal - Activity plan (TOR, schedule, modules) - Decree/Assignment Letter Higher education institutions, Madrasah 2 Implementation of school counselor training -Training attendance list -Training materials -Photos of training activities -Minutes or activity reports - Photo documentation - Participant attendance list - Training materials/slides Higher education institutions, School counselors 3 Program implementation in madrasah - Schedule for Islamic counseling services - Daily activity plan (guidance services and counseling) - Photos of counseling activities in the classroom - Student products (reflection sheets, journals, project results) - Student activity sheets - Photos of activities - RPL / School counselors notes Implementing School counselors 4 Evidence of the implementation of the 7 Habits of Covey - Activities or media that showcase the values of the 7 Habits - Posters, reflection sheets, student work - Visual and text products from activities Students, School Counselors 5 Evaluation and activity results - Program implementation reports - Observation/interview data - Feedback from students and teachers - Activity reflection documentation - Final activity report - Summary of evaluation results School Counselors, Higher Education Institutions 6 Impact and sustainability of the program - Recommendations for continuing cooperation - Testimonials or reflections from participants - Reflection reports - Video or photo testimonials School Counselors, Students 7 Program planning - There is a proposal or design for a partnership program - Training and implementation schedules are available - There is a decree or assignment letter for the activity - Program proposal - Activity plan (TOR, schedule, modules) - Decree/Assignment Letter Higher education institutions, Islamic boarding schools Procedures This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages [ 40 ]. In the analysis phase, needs and challenges related to Islamic counseling services were identified through questionnaires distributed to school counselors in MAN and MTsN in Rejang Lebong Regency and Lubuklinggau City. The design phase focused on developing a conceptual university–madrasah partnership model and a counseling module integrating Islamic values with Covey’s Seven Habits. During the development phase, the module was validated by experts in Islamic counseling, educational management, and counseling practice, and revised accordingly. The implementation phase involved training school counselors and conducting limited trials of the module in selected madrasahs through classical guidance activities. Finally, formative and summative evaluations were conducted using observations, interviews, and documentation to assess the effectiveness, practicality, and sustainability of the developed model. Data Analysis Python is used to analyze research data to generate descriptive statistical data (mean and standard deviation), as well as the Wilcoxon signed-rank test to assess the difference between pre-test and post-test. The results of the descriptive analysis can be seen in Table 6 . Table 6 Results of Hybrid Group Counseling Descriptive Analysis Descriptive Statistical Output Pre-Test Post-Test Count 10 10 Mean 68 76.4 Std 4.86 3.88 Min 55 70 25% 65.75 74.25 50% 68.5 76.5 75% 71.75 78.75 Max 70 85 Note: Count=number of samples, Mean=average, Std=standard deviation, Min=minimum value, 25%=quartile 1, 50%=median, 75%=quartile 3, max=maximum value. To conduct qualitative data analysis, thematic analysis is used to analyze interviews and observations. The purpose of the thematic analysis was to identify the main topics of the student experience during the hybrid group counseling session. Qualitative outcomes were also associated with quantitative findings to gain a better understanding of the effectiveness of the intervention. The researcher carried out a triangulation method, which is to compare qualitative data from observations and interviews to improve the validity and reliability of the research. RESULTS AND DISCUSSION Results The results of the research based on the five main stages of the ADDIE model will be presented in this section, namely: 1.1. Analysis Stage At this stage of analysis, 21 school counselors from various MAN and State MTs were involved in the Rejang Lebong Regency and Lubuklinggau City areas. The results of the identification of the respondents' profiles showed that: 60% of school counselors had more than 5 years of experience, 30% had between one and five years of experience, 10% had only worked in less than a year and 75% of school counselors had never taken a character-based Islamic counseling course, but they were very interested in getting professional mentoring from colleges. This shows that the basic skills of school counselors are quite mature. However, to develop contextual Islamic guidance services and counseling services, advanced training and institutional support are needed. The questionnaire distributed consisted of three parts: (a) Program Needs, (b) Implementation Problems, and (c) Madrasah Potential. A Likert scale from 1 to 5 is used to measure each aspect. A scale of 1 indicates strongly disagree, 2 indicates disagree, 3 indicates neutral, 4 indicates agree, and 5 indicates strongly agree. The results of the questionnaire processing can be seen in the following graph 1. According to the interpretation of graph 1 above, the results of the analysis show that the need for an Islamic counseling guidance program based on the 7 Covey Habits is very important, followed by the potential of madrasahgu, although the implementation constraints are high and can be overcome through continuous mentoring and training. 1.2. Design Stage After the analysis of the needs of school counselors regarding the strengthening of Islamic counseling services and the development of students' character, the planning stage was carried out to design a collaboration module between universities and madrasahs based on the 7 Covey Habits. This module is designed with three main components: a scientific substance that integrates Islamic educational partnership theory, Islamic counseling principles, and character habituation methods; practical requirements so that the modules meet the needs of school counselors; as well as implemented aspects that ensure the ease of use of modules in university-madrasah cooperation. The structure of the module includes three parts. The initial section contains the identity of the module, a foreword emphasizing the importance of collaboration, and a table of contents. The core section contains an introduction to the importance of partnerships, theoretical foundations, partnership models with the roles of each party, the concept of Islamic counseling programs based on 7 habits, as well as evaluation design and program sustainability strategies. The final section contains a bibliography, activity execution format, observation sheets, and display design elements to make the module attractive and easy to use. The modules are arranged in a practical, systematic, and communicative manner so that school counselors and supervisors can directly apply them. The initial design of the module was also consulted with Islamic guidance services and counseling experts, education management, and madrasah guidance services and counseling practitioners, with their input being the basis for revision for the development stage. The results of this planning ensure that the modules are ready to be tested in an implemented manner and relevant to the educational context in the madrasah. 1.3. Development Stage The development phase focuses on validating and refining the initial design of the module to ensure feasibility, reliability, and readiness for use. The resulting product is the College-Madrasah Partnership Module in Developing Islamic Counseling Based on the 7 Covey Habits, which provides practical guidance for school and madrasah counselors to improve character-based Islamic counseling services. The module was validated by eight experts consisting of two Islamic guidance services and counseling experts, two education management experts, and four practitioner school counselors by assessing the content, relevance of Islamic values, counseling principles, applicability, clarity of procedures, systematics of modules, and ease of implementation in madrasah. The validation results ensure the module is ready to be used in a real partnership. Based on the results of data processing from validators on the partnership module between universities and madrasahs in developing Islamic counseling based on 7 Covey habits, can be seen in the following table 7. Table 7. Expert Validation Results Validator Group Number of Validators Average Score Feasibility Category Islamic Guidance and Counseling Experts 2 4.55 Highly Eligible Education Management Expert 2 4.55 Highly Recommended Madrasah Guidance and Counseling Teacher (Practitioner) 4 4.63 Very Good Total Average 8 Validators 4.58 Very Good The results of validation by eight experts indicate that the collaboration module is “Highly Suitable” for use, meeting the academic, managerial, and practical requirements for developing Islamic counseling services based on the seven habits of Covey. The experts provided suggestions for improvement, including wording, indicators of successful collaboration, and examples of Islamic counseling practices. The module was revised by adding verses from the Qur'an and hadith, details on the roles of all parties (universities, madrasah, school counselors, students), adjustments to the counseling process in line with madrasa culture, as well as evaluations and follow-up activities. This revised version of the module is ready for use in limited trials and serves as a practical guide for enhancing collaboration and character building among students. 1.4. Implementation Stage The limited trial or implementation stage aims to assess the effectiveness, ease of use, and implementation of the university-madrasah collaboration module. The researcher carried out two main activities: training of madrasah school counselors as module users and observation of program implementation in the field. Activities were carried out at MAN and MTs in Rejang Lebong Regency and Lubuklinggau City. The training introduced the Partnership Module for Islamic Counseling Based on the 7 Habits of Covey, providing a conceptual understanding of the collaboration model, practicing the integration of Islamic values with the seven habits, and simulating counseling services. After the training, one of the counselors of the MAN Rejang Lebong school implemented the module in class Xa through several classical guidance sessions that focused on the development of Islamic character and habituation of positive behavior. The researcher monitored the suitability of the activities with the module guidelines, student participation, the ability of teachers to combine Islamic values with the seven habits, and the initial effect on students' attitudes and behaviors. The observation results showed that the school counselors were able to implement the modules well, and the students were actively involved, showing increased spiritual awareness, independence, and a positive mindset. The school counselor assessed that the module guidelines helped the practice of Islamic counseling in madrasah, although it needed to be adjusted to make the activities more in-depth and sustainable. Overall, the modules proved to be practical, easy to use, and effective in strengthening counseling services and shaping students' positive character. 1.5. Evaluation Stage After implementation in the field, the evaluation stage is the final part of the model development process using the ADDIE approach. The goal of this stage is to evaluate the effectiveness, usefulness, and feasibility of the product in the end. Formative evaluation and summative evaluation are the two main approaches used to conduct the evaluation process. 1.5.1. Formative Evaluation The formative evaluation was carried out to get direct feedback from the school counselor who participated in the training and from the teachers who conducted the module trial at MAN Rejang Lebong class Xa. Some of the important findings that have been achieved at this point are as follows: 1) School counsellors believe that the modules provide easy-to-follow practical guidelines for creating and implementing Islamic counselling services in madrasah, 2) Activities that combine Islamic values with the 7 Covey Habits are considered engaging, relevant to students in madrasah, and encourage positive behaviour, 3) During classical guidance activities, students are highly engaged. They may also find positive habits such as taking initiative, putting the important first, and empathizing with others. 4) There are some improvement notes from the school counsellor about the limited time for activities, and the need for further guidance on how to continue individual counseling with specific students. The results of this formative evaluation are used to partially modify the module. This mainly includes examples of the implementation of activities, the addition of student reflection sheets, and follow-up guidance after the guidance activities. 1.5.2. Summative Evaluation Summative evaluation was conducted after training and limited trials to assess the effectiveness of modules for school counselors, students, and college-madrasah partnerships. Data was obtained through observations of class Xa students of MAN Rejang Lebong and interviews with school counselors. Results showed 90% of school counsellors rated the modules as helpful, providing structured, contextual, and applicative guidance for Islamic counselling services. School counselors reported increased student engagement as well as positive attitudes towards Islamic values and good habits. Discussion The findings of this study show that the university-madrasah partnership model in the development of Islamic counseling based on the 7 Covey Habits has proven to be effective in improving the competence of school counselors and strengthening students' Islamic character habituation. These findings are in line with previous research that confirms that institutional collaboration between universities and educational units is able to improve the quality of educational services and the professionalism of educators in a sustainable manner [24], [34]. The results of the needs analysis showed that 90% of school counselors need professional assistance support the findings of Idrus, et al. and Baharun, et al. who stated that madrasah tend to have great internal potential but require scientific support and systematic supervision from universities so that the program runs optimally [24], [34]. However, previous research has generally focused partnerships on managerial aspects and institutional development, while this study specifically integrates these partnerships into the practice of character-based Islamic counseling services, thereby expanding the scope of existing collaborations. In terms of the character approach, the findings of this study reinforce the results of Covey's study and follow-up research related to Seven Habits, which reported the positive impact of proactive habits, empathy, and self-renewal on student behavior and achievement [10], [14]. The difference is that this study contextualizes these seven customs into Islamic values, such as amanah, istiqamah, ta'awun, and muhasabah, so that it is in harmony with the characteristics and culture of the madrasah. This answers criticism of previous research that many character programs are general and not yet fully integrated with students' religious values. Implementation findings show that students become more disciplined, empathetic, and responsible after participating in the developed module-based counseling services. These results are consistent with research on Islamic character education, which emphasizes that habituation of values through structured guidance is more effective than incidental or reactive approaches [2], [42], [43]. However, this study makes an additional contribution by showing that changes in student behavior are not only influenced by counseling materials but also by collaborative models that ensure program sustainability, academic supervision, and continuous reflection between universities and madrasah. From the perspective of Islamic counseling, the results of this study strengthen the theory that counseling not only functions as a means of solving psychological problems, but also as an instrument for the formation of kamil people through the integration of spiritual, moral, and social values [3], [43], [44]. In contrast to previous Islamic counseling research that emphasized more conceptual or individual aspects, the model developed in this study shows that Islamic counseling can be operationally systemic through institutional partnerships, so that the impact is broader and more sustainable Limitations and Suggestion This study has several limitations that should be considered when interpreting the findings. First, the implementation of the university–madrasah partnership model was conducted through a limited-scale trial involving a relatively small number of madrasahs and counselors. Consequently, the generalizability of the findings to broader educational contexts, such as different regions or school levels, remains limited. Second, the evaluation focused primarily on the perceptions and experiences of counselors, while the direct measurement of long-term student outcomes—such as sustained character development or behavioral change—was not comprehensively examined. Third, the integration of The Seven Habits framework was adapted to the Islamic counseling context, which may require further refinement to ensure cultural and contextual compatibility across diverse madrasah settings. Finally, the study did not employ a comparative or experimental design, limiting causal inference regarding the effectiveness of the developed model. Future studies are recommended to conduct large-scale implementations involving diverse madrasah contexts and regions to enhance the external validity of the model. Researchers may also apply experimental or quasi-experimental designs to more rigorously examine the impact of the partnership model on students’ character development, psychological well-being, and academic engagement. Additionally, longitudinal research is suggested to explore the sustainability and long-term effects of Islamic counseling interventions integrating The Seven Habits . Further investigation may also focus on integrating digital counseling platforms within the university–madrasah partnership framework to respond to contemporary educational challenges and expand access to Islamic counseling services. Implications This study offers several important implications for theory, practice, and educational policy. Theoretically, the findings strengthen the discourse on Islamic guidance and counseling by demonstrating that character education frameworks such as Covey’s Seven Habits can be systematically contextualized within Islamic values through an institutional partnership model. This expands existing counseling theories that often emphasize individual or conceptual approaches by highlighting the role of structured collaboration in sustaining character development programs. Practically, the developed university–madrasah partnership model provides school counselors with a concrete, applicable framework for delivering Islamic counseling services that integrate moral, spiritual, and behavioral dimensions. The model also enhances counselors’ professional competence through continuous academic mentoring and reflective practice. At the policy level, this study implies that higher education institutions and madrasahs should institutionalize long-term partnerships as part of professional development and community engagement programs, supporting the sustainability of character-based Islamic counseling and strengthening the implementation of the Tri Dharma of Higher Education. CONCLUSIONS Based on the results of the research and discussion that have been compared with the findings of previous research, it can be concluded that the university-madrasah partnership model in the development of Islamic counseling based on the 7 Covey Habits has proven to be effective and contextual in improving the competence of school counselors and strengthening students' Islamic character habituation. These findings not only confirm previous research on the importance of institutional collaboration in improving the quality of education, but also expand on it by showing that such partnerships can be operationally implemented in Islamic counseling practices that are integrated with religious values and modern character. In contrast to previous research that tends to emphasize conceptual or managerial aspects, this study provides empirical evidence that Islamic counseling can be developed systemically and sustainably through structured academic mentoring, reflection, and supervision. Thus, this research contributes to the enrichment of the study of Islamic guidance and counseling through the development of an applicative partnership model that can be replicated in other madrasahs with adjustments to the local context Declarations FUNDING AND ETHICS FUNDING: This research received support funding from the Directorate of Islamic Religious Higher Education of the Ministry of Religion of the Republic of Indonesia through a research grant based on Decree No. 6679 of 2025 concerning Recipients of Research Assistance for the Development of Collaboration between Universities and/or Ministries/Institutions for the 2025 Fiscal Year. CLINICAL TRIAL NUMBER: Not applicable ACKNOWLEDGMENTS: The author also expressed his gratitude to the Head of Madrasah and the Counselor of the partner school for their assistance and participation during the implementation of the research. CONFLICTS OF INTEREST: The authors declare no potential conflicts of interest related to the research, authorship, and/or publication of this article. ETHICAL APPROVAL: This research has been validated and approved by the Office of the Ministry of Religious Affairs of Rejang Lebong Regency, Bengkulu and Lubuklinggau City, South Sumatra (Research Permit Numbers: 1041/Kk.07.03.1/10/2025 and B-147/Kk.06.11.01/KP.01.1/09/2025). This research was conducted in accordance with the guidelines of the International Conference Harmonization (ICH) on Research and Development (R&D) and other applicable regulations. CONSENT TO PARTICIPATE : Respondents in this study have given their consent to provide data and fully understand their participation in this study. CONSENT TO PUBLISH : Participants consent to the publication of anonymized responses and findings generated from data obtained during the research. DATA AVAILABILITY STATEMENT : The data supporting the findings of this study are not publicly available due to privacy and ethical restrictions, but can be obtained from the corresponding author upon request in accordance with publication ethics and the publisher's policy. AUTHOR CONTRUBUTIONS STATEMENT DHR served as the principal author and was responsible for conceptualizing the study, designing the research methodology, coordinating data collection and analysis, developing the Islamic counseling model, and drafting the original manuscript. EP contributed to the development of the counseling framework and instruments, supported data interpretation, and reviewed the manuscript for academic coherence. AM provided theoretical expertise in Islamic counseling, validated the integration of the Seven Habits within Islamic values, and critically revised the manuscript for intellectual content. IW contributed to the analysis of educational and institutional contexts, particularly in relation to madrasah systems and partnership implementation, and assisted in refining the discussion section. AM contributed to data analysis support, literature review, and manuscript editing, particularly in strengthening the implications and conclusion sections. All authors read, reviewed, and approved the final version of the manuscript. References Yanda F, Zumrudiana A, Amalo EA. Global perspectives on teaching and learning: Paths in Islamic education , vol. 26, no. 3. 2021. 10.1080/1364436x.2021.1933736 Azis Nasser A, Trisnamansyah S, Mudrikah A, Iriantara Y. Strengthening Character Education Of Madrasah Students Based On Boarding School (Case Study At MAN Insan Cendekia Serpong, South Tangerang City). Int J Educ Res Soc Sci. 2022;3(2):653–67. Bukhori B, Ma’arif S, Panatik SAB, Siaputra IB, Al Afghani AA. A Study on Muslim University Students in Indonesia: The Mediating Role of Resilience in the Effects of Religiosity, Social Support, Self-Efficacy on Subjective Well-being. Islam Guid Couns J. 2022;5(2):152–71. 10.25217/igcj.v5i2.2972 . Amaliah KR, Suhada H, Umurohmi Ulfah, Bani AMA. Facing The Digital Era: A Comprehensive Transformation Of Madrasas Through Technology. Indones J Educ. 2024;4(2):337–50. Ma’ruf RA, Darmanto D, Haditia M, Asroriah F, Asy’arie BF, Zuhairi Z. Islamic Boarding Schools and Technology: Efforts to Overcome Social Changes in Santri Misuse of Gadgets. AL-ISHLAH J Pendidik. 2024;16(2):2472–84. 10.35445/alishlah.v16i2.5338 . Annur S. The Analysis of School Culture In Shaping Students’ Character At Islamic High School of Al-Fatah Palembang. Edukasi Islam J Pendidik Islam. 2022. 10.30868/ei.v11i02.4300 . Salman I, Alia NUR, Siagian N. Addiction and Social Interaction of Students of Madrasah Aliyah Negeri 1 City of South, no. 05, pp. 44–57, 2022, 10.17605/OSF.IO/VSHFW Mutiawati M, Mailizar M, Johar R, Ramli M. Exploration of factors affecting changes in student learning behavior: A systematic literature review, 12, 3, pp. 1315–26, 2023, 10.11591/ijere.v12i3.24601 Wibowo AM, Noviani NL, Muzayanah U, Istiyani D, Muawanah S. Digital technology ’ s impact on senior high school students ’ religious attitudes, 14, 5, pp. 3960–72, 2025, 10.11591/ijere.v14i5.30093 Lian CK, Hua TK, Mohd-Said NE. The Impact of Stephen Covey’s 7 Habits on Students’ Academic Performance during the COVID-19 Pandemic. Int J Learn Teach Educ Res. 2022;21(1):109–26. 10.26803/ijlter.21.1.7 . Pangesti AD, Fithrotuzzahra K, Untari RS. Learner Characteristics to Form Character Development and Skills in Positive Habits, vol. 0672, no. c, pp. 87–92, 2024. Putri RSW, Handoyo E, Suyahmo, Purnomo A. The Influence of Character Education on Students’ Learning Achievement at SMP Negeri 1 Seyegan. J Harmon Nusa. 2024;1(2):225–34. Mondal D, Bhowmick A, Mallick L. Assessment of Academic Achievement on Parental Encouragement and Study Habit of Higher Secondary Level Students in West Bengal. J Dyn Control. 2025;9(2):77–94. 10.71058/jodac.v9i2007 . Nawaz M, Latif H. The 7 Habits of Highly Effective People in the Light of the Qur’an and Sunnah: A Comparative Ethical Analysis. AL-ĪMĀN Res J. 2025;03(03):70–8. Covey SR. The 7 Habits of Highly Effective Families . Covey S. The 7 Habits of Happy Kids. English UK: Simon and Schuster Ltd; 2008. Damayanti AD, Widiyono D, Kasanah U. LeThe Effectiveness of the Seven Habits Programto EnhanceElementaryStudents’Character in the Digital Era. Lect J Pendidik. 2025;16:549–59. Saputra AA, Muslihati M, Hambali I, Sobri AY. Islamic Guidance and Counseling: A Pathway To Moral Development For Street Children. Prooceding Int Conf Islam Humanit Mod Era. 2025;1(1):50–6. Azizah SN, Wahyuningsih S, Susetyo A. Literature Review of An Islamic Positive Work Behavior: Ta’awun. Fokus Bisnis Media Pengkaj Manaj dan Akunt. 2023;22(1):1–6. 10.32639/fokbis.v22i1.161 . Setyaningrum W, Nugroho H, Sofiatun I, Wijaya A. Numeracy and Growth Mindset Profiles as a Basis for Differentiated Guidance Service in Islamic Schools, 9, pp. 1–20, 2026, https://doi.org/10.25217/0020269700400 Idris M. The Role of Character Development in Islamic Religious Education: An Islamic Values-Based Approach at one of the MAN Schools in South Sulawesi. West Sci Interdiscip Stud. 2023;01(08):640–8. Abdurrahman T, Rafida, Hadi R. Implementation Of Guidance And Counseling Program In Madrasah Aliyah Islamic Boarding School Darul Ulum Asahan. Int J Educ Soc Stud Manag. 2021;1(2):14–28. Abdurrahman MPD, Saragi, Yoserizal, Suyono, Zahra R. Exploration Of The Implementation Of Islamic Guidance And Counseling Services At Darul Mursyid Modern Islamic Boarding School In South Tapanuli, Indonesia, Rev. Int. Geogr. Educ. Online , vol. 11, no. 5, pp. 4418–4426, 2021, 10.48047/rigeo.11.05.320 Al Idrus SAJ. Model Strategi Kemitraan Pada Lenbaga Pendidikan Islam (Studi Kasus di MAN 2 MAtaram). Palapa J Stud Keislam dan Ilmu Pendidik. 2017;5(2):20–37. Aliyah N, Thabrani AM, Rodliyah S, Amal BK, Samosir SL. Research-Based Islamic Education Curriculum Management. Al-Hayat J Islam Educ. 2024;8(3):1158–72. 10.35723/ajie.v8i3.668 . Ulum B, Qosim N, Singh S. the Current Research Trend of Islamic Education in Indonesia Pesantren and Its Properties. Khulasah Islam Stud J. 2024;6(1):1–15. 10.55656/kisj.v6i1.141 . Badu SQ, Djafri N, Alam H. Balancing Technology and Human Values: A Literature Review on Thetranformation of Teachers’ Roles in Shaping A Generation With Character and Empathy in The Era of Society 5.0. Int J Teach Learn. 2025;2(11):1360–7. Ruchiyat MG, Prihatmojo A, Marwan M, Badawi B, Kisworo TW. The Urgency of Digital Literacy Based on Character Education in Learning Society 5.0. Int J Theory Appl Elem Second Sch Educ. 2024;6(1):39–44. Qornain D. The role of madrasah and global challenges, in Proceeding of International Conference on Education, Society and Humanity , 2023, pp. 1418–1423. Ainissyifa H, Nasrullah YM, Fatonah N. Empowering Educational Autonomy To Implement Kurikulum Merdeka in Madrasah. J Pendidik Islam. 2024;10(1):25–40. 10.15575/jpi.v10i1.35133 . Hopid A, Wantini A, Rahman K, Hidayat, Jhati G. The Existence of Private Madrasas in The Era of Capitalization of Education in Yogyakarta. Tarbawwi Indones Journall Islam Educ. 2023;10(1):105–14. 10.17509/t.v10i1.56972 . Safriyani R, Asmiyah S. Madrasah Teachers’ Readiness in Developing Collaborative English Teaching Modul. Teach Engl Lang Lit J. 2024;12(2):103–17. Löfström M. Projectified collaboration between nonprofit organizations and public organizations, Int. J. Manag. Proj. Bus. , vol. 18, no. 8, pp. 1–21, 2025, 10.1108/IJMPB-09-2024-0233 Baharun H, Septantiningtyas N, Zainab I. Strategi Perguruan Tinggi Dalam Menjaga Sustainability Lembaga Melalui Program Kemitraan. Manag Indones J Educ Manag. 2020;2(3):354–65. 10.52627/ijeam.v2i3.66 . Bennett LM, Gadlin H. Collaboration and team science: From theory to practice. J Investig Med. 2012;60(5):768–75. 10.2310/JIM.0b013e318250871d . Alderman L, Beck E. Distinguishing Collaboration From Other Group Work to Help Public Health and Other Sectors Solve Wicked Problems to Improve Health and Well-Being for All. Public Heal Reports®. 2025. 10.1177/00333549251349417 . Kholilullah MKDP, Islam. Aktual J Penelit Sos Keagamaan. 2023;13(1):11–21. 10.54459/aktualita.v13i1.525 . Candra H, Anwar K, Marzuki A. Mix Method: Analysis of the Utilization of Recommendations from Accreditation Results in Improving the Quality of Higher Education, vol. x, no. x, pp. 145–166, 2024. Meisuri M, Harjati P, Pahrudin A. Higher Education Quality Assurance System. Tadbir J Stud Manaj Pendidik. 2024;8(1):27. 10.29240/jsmp.v8i1.9934 . Rahayu A. Metode Penelitian dan Pengembangan (R&D): Pengertian, Jenis dan Tahapan. DIAJAR J Pendidik dan Pembelajaran. 2025;4(3):459–70. 10.54259/diajar.v4i3.5092 . Sugiyono. Metode Penelitian Kunatitatif, Kualitatif dan R&D . Bandung, 2016. Sastra Negara AH, Waston S, Hidayat, Mulkhan AM. Development of Religious Character To Improve the Effectiveness of Teacher and Student Communication. Rev Gest Soc e Ambient. 2024;18(6):1–26. 10.24857/rgsa.v18n6-037 . Jembarwati O. Model Konseling Islami untuk Meningkatkan Spiritual Well Being Peserta Didik. Annu Guid Couns Acad Forum, p. 185, 2023. Sumarta Tata D, Suhara, Wulandini WN. Integrasi Pendidikan Agama Islam dengan Bimbingan Konseling dan Dampaknya Terhadap Akhlak Peserta Didik. TA’DIB J Pendidik Agama Islam. 2024;2(1):116–26. 10.69768/jt.v2i1.52 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 24 Feb, 2026 Editor assigned by journal 19 Feb, 2026 Submission checks completed at journal 19 Feb, 2026 First submitted to journal 17 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8905032","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":596320603,"identity":"4f6431f4-29c7-462c-bd5b-84521c0031fb","order_by":0,"name":"Dina Hajja Ristianti","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBklEQVRIie3RsUrEMBjA8a8E0iWNa0pPfYVIQQSlvkpDVk98gA49DjKJcwTfQ8eWQroUXO/odNwqIghyciiWQ6XCpTo65LeF5M9HEgDH+Y8qAASAEfiTHNLeBoHit4SUf02KTdJh6ZatbWgdlM8XGfV3rpeTp8VdIm71uIBVBiNqScKKykgbjFgrpkw0UtzMzlPv0gAJLQmvCI8I7u7SipwJVQjNzjgEORBuT+I1ecdof15OV1+J9zacHEaBwojPPPU9BQ1NCbvkOLjC6KAR6kgoGWvymFYjw6x3ofdN3JIXI/fqejl/Vcmu9sfl4iE7ObW92Ccje4vNJ7LB850s+ZE4juM4fR/hZVpg9SKKnwAAAABJRU5ErkJggg==","orcid":"","institution":"Institut Agama Islam Negeri Curup","correspondingAuthor":true,"prefix":"","firstName":"Dina","middleName":"Hajja","lastName":"Ristianti","suffix":""},{"id":596320604,"identity":"ae5cbc37-2fac-45d0-b599-df741b5f0004","order_by":1,"name":"Elce Purwandari","email":"","orcid":"","institution":"Universitas Islam Nusantara Al-Azhaar","correspondingAuthor":false,"prefix":"","firstName":"Elce","middleName":"","lastName":"Purwandari","suffix":""},{"id":596320605,"identity":"a020fadb-30c7-48e1-a847-5c51ba0a59ae","order_by":2,"name":"Ali Murtadho","email":"","orcid":"","institution":"Walisongo State Islamic University","correspondingAuthor":false,"prefix":"","firstName":"Ali","middleName":"","lastName":"Murtadho","suffix":""},{"id":596320606,"identity":"a11d0cb7-fdd4-4863-9da1-2e2846dce488","order_by":3,"name":"Idi Warsah","email":"","orcid":"","institution":"Institut Agama Islam Negeri Curup","correspondingAuthor":false,"prefix":"","firstName":"Idi","middleName":"","lastName":"Warsah","suffix":""},{"id":596320607,"identity":"42181bf6-cdd7-4bb2-bb20-316a2db11c02","order_by":4,"name":"Aprezo Pardodi Maba","email":"","orcid":"","institution":"University of Queensland","correspondingAuthor":false,"prefix":"","firstName":"Aprezo","middleName":"Pardodi","lastName":"Maba","suffix":""}],"badges":[],"createdAt":"2026-02-18 01:53:06","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8905032/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8905032/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103386489,"identity":"f4aa10a0-f36f-475a-8f94-6b6c3fca21c1","added_by":"auto","created_at":"2026-02-25 06:52:50","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":18796,"visible":true,"origin":"","legend":"\u003cp\u003eGraph 1. Questionnaire Processing Results at the Analysis Stage\u003c/p\u003e","description":"","filename":"Graph1.png","url":"https://assets-eu.researchsquare.com/files/rs-8905032/v1/4d60c1aead187f1b61511278.png"},{"id":103507292,"identity":"0a354df3-b546-40de-92f3-6d8b7a901fed","added_by":"auto","created_at":"2026-02-26 13:40:54","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":789837,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8905032/v1/2a2e7205-3f99-4032-8c46-ed8712dafd9d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"University–Madrasah Partnership Model for Islamic Counseling Development Integrating the Seven Habits","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eMadrasah plays a strategic role in shaping students' character by integrating academic learning with Islamic values [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. In the context of contemporary educational challenges, character education has become increasingly urgent due to increasing concerns about students' moral development, self-discipline, responsibility, and social behavior [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. These challenges are often reflected in issues such as low motivation to learn, weak self-regulation, and limited social responsibility among students [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e], [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], which shows the need for a structured and value-based character education framework.\u003c/p\u003e \u003cp\u003eOne of the character education frameworks that is in harmony with developmental psychology and Islamic educational values is Covey's Seven Habits [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. This framework emphasizes proactive behavior, goal-setting, self-management, empathy, cooperation, and continuous self-improvement [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. When applied in a madrasah, the Seven Habits provide practical guidance for students to internalize positive behaviors that support academic achievement, emotional well-being, and moral integrity. In addition, these customs align with Islamic teachings that emphasize responsibility (\u003cem\u003eamanah\u003c/em\u003e), self-control (\u003cem\u003emujahadah al-nafs\u003c/em\u003e), cooperation (\u003cem\u003eta'awun\u003c/em\u003e), and self-improvement throughout life (\u003cem\u003eislah\u003c/em\u003e).\u003c/p\u003e \u003cp\u003eIntegrating Covey's Seven Habits into madrasah education is not only a response to perceived moral deterioration but also a strategic effort to strengthen the holistic development of students. This integration positions madrasah as institutions that are able to respond to modern challenges while maintaining a distinctive Islamic identity [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Although the importance of Covey's Seven Habits has been recognized, its implementation in madrasahs is still limited and fragmented. Many madrasahs lack systematic programs, structured guidance models, and professional support to effectively integrate the Seven Habits into counseling services and daily school practices [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Character education initiatives are often implemented incidentally, without a clear framework, evaluation mechanism, or sustainability plan [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOne of the main factors contributing to this gap is the limited capacity of madrasah counseling services. School counselors often face obstacles related to program design, professional development, and access to contextually relevant models of Islamic education [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. As a result, the potential of counseling services to function as the main vehicle for character development, especially through the framework of the Seven Habits, has not been fully realized.\u003c/p\u003e \u003cp\u003eIn this context, the role of universities becomes very important [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Universities, particularly those with expertise in Islamic guidance and counseling, have academic resources, research capacity, and professional competencies that can support madrasah in developing effective character education programs [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Structured university-madrasah partnerships enable knowledge transfer, joint program development, counselor capacity building, and the continuous implementation of counseling-based character education models [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e], [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e], [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e], [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e], [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e], [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e], [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHowever, existing partnerships between universities and madrasah are often limited to short-term activities or informal collaborations, without a systematic model that guarantees sustainability and measurable impact. This gap highlights the need for a structured partnership model that integrates the seven habits of Covey into Islamic counseling services through collaborative but institutionalized mechanisms. Addressing this gap is the main focus of this study.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThe findings of this study are presented in accordance with the Research and Development (R\u0026amp;D) framework, with the ADDIE model as the analytical structure to report on each stage of the development process [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Therefore, the results are organized into five phases, namely the Analysis phase, the Design phase, the Development phase, the Implementation phase, and the Evaluation phase, to show how the partnership model and its supporting modules are systematically developed, tested, and refined. This presentation reflects the logic of R\u0026amp;D research, where empirical findings at each stage of ADDIE inform subsequent revisions and improvements to the developed product.\u003c/p\u003e \u003cp\u003eIn the analysis phase, the researcher identified needs, problems, and opportunities through questionnaires distributed to school counselors. The design phase results in a conceptual design of the partnership model, including structures, components, roles, responsibilities, implementation mechanisms, as well as supporting tools and materials, including evaluation instruments. The development phase resulted in practical modules that were validated by eight experts and tested on two pilot madrasahs. The implementation phase was carried out in a sample madrasah with direct observation of the implementation of modules and feedback from teachers, students, and madrasah heads. The evaluation phase assesses the success and weaknesses of the module through documentation, interviews, and observations, with the results used to revise and refine the model to make it more effective and applicable\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eThe subjects of this study consisted of key informants and supporting informants. Key informants include lecturers of the Islamic Education Guidance and Counseling study program who are involved in partnership activities with madrasahs, madrasah heads, school counselors, and students who are directly involved. Meanwhile, supporting informants who receive program benefits include madrasah students and students' parents. The research locations are in 2 areas, namely Rejang Lebong Regency, Bengkulu Province, and Lubuklinggau City, South Sumatra Province. The research was conducted at Madrasah Aliah Negeri and Madrasah Tsnawiyah Negeri in these 2 locations. The number of Research Subjects can be seen in Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e as follows.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResearch Subjects\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSchool Counselor\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eRejang Lebong Regency, Bengkulu Province\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eState Islamic High School (\u003cem\u003eMadrasah Aliyah Negeri\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eState Islamic Junior High School (\u003cem\u003eMadrasah Tsanawiyah Negeri\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLubuklinggau City, South Sumatra Province\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eState Islamic High School (\u003cem\u003eMadrasah Aliyah Negeri\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eState Islamic Junior High School (\u003cem\u003eMadrasah Tsanawiyah Negeri\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eInstrument\u003c/h3\u003e\n\u003cp\u003eThe data collection techniques used in this study were questionnaires, interviews, observation, and documentation. Questionnaires were used to identify needs, problems, and opportunities related to program implementation. The questionnaire grid used in this study is presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eQuestionnaire Grid\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndicator\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo Item\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAnswer\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProgram implementation requirements\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1, 2, 3, 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLikert scale 1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIssues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5, 6, 7, 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLikert scale 1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePotential\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9,10,11,12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLikert Scale 1\u0026ndash;5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExpectations and Suggestions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEntries\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn-depth interviews will be conducted in both structured and semi-structured formats with school principals and school counselors who had received training and implemented programs in their schools. The interviews focused on their experiences in building collaboration, overcoming difficulties, and producing successful programs. In this study, the interviews were guided by the interview guidelines shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eInterview Guidelines\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInformant\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAspect\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eSchool Counselors who participated in the Training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInitial Understanding\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eQuality and experience of participating in training\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eChallenges\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSuggestions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSchool counselors who implement the program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUnderstanding of the program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRelevance of the Program to Madrasah Needs\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImplementation of the Partnership Program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Role of PT and Madrasah\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImpact\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eChallenges and Recommendations\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eMadrasah Principal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUnderstanding of the program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRelevance of the Program to Madrasah Needs\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImplementation of the Partnership Program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Role of PT and Madrasah\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImpact\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eChallenges and Recommendations\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUnderstanding of the program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExperience\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBehavioral changes\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIslamic values gained\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImpressions and suggestions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eObservations were conducted in a participatory manner, whereby researchers directly observed collaborative activities such as school counselor training, implementation of the Seven Habits of Covey program, and interactions between teachers and students at the madrasah. These participatory observations were conducted based on the observation guidelines in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eObservation Guidelines\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAspects Observed\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eObservation Focus\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInstruments / Techniques\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eActivity preparation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReadiness of the school counselor as a facilitator - Readiness of facilities and infrastructure - Clarity of activity objectives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDid the school counselor prepare the activity well and explain the objectives of the activity?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDirect observation and field notes\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation of activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eImplementation of activities according to the program plan - Islamic counseling methods and approaches are actively used - Integration of the 7 habits into every activity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAre the activities running according to plan and do the students understand Islamic values and good habits?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eObservation of the activity process\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe role of the school counselor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe school counselor guides students using an Islamic and communicative approach - The school counselor sets an example (uswah) in activities - The school counselor provides opportunities for self-reflection to students ( )\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIs the school counselor an active model and mentor in the activities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eObservation of teacher behavior\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudent participation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudents actively participate in activities - Students show enthusiasm and attention - Students are able to work together with friends\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAre students actively involved and showing positive attitudes during activities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eObservation of student behavior\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation of the 7 Habits of Covey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudents display behavior that reflects the 7 habits: proactivity, purposefulness, prioritization, win-win thinking, empathy, synergy, and self-renewal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAre the values of the 7 habits evident in student behavior?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eObservation of Attitudes and Activities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIslamic Counseling Values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eActivities reflect Islamic values such as honesty, responsibility, discipline, and spirituality\u0026mdash;the presence of prayer, reflection, or Islamic advice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDo the activities reflect an Islamic atmosphere and support the formation of students' religious character?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eObservation of student processes and expressions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThis documentation included documents such as program modules, activity reports, and the Seven Habits of Covey. These documentation activities are combined with the research documentation guidelines in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDocumentation Guidelines\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAspects to be Documented\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eType of Document/Evidence Collected\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eData Source\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProgram planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-There is a proposal or design for a partnership program -There is a training and implementation schedule -There is a decree or assignment letter for the activity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Program proposal - Activity plan (TOR, schedule, modules) - Decree/Assignment Letter\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigher education institutions, Madrasah\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImplementation of school counselor training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-Training attendance list -Training materials -Photos of training activities -Minutes or activity reports\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Photo documentation - Participant attendance list - Training materials/slides\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigher education institutions, School counselors\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProgram implementation in madrasah\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Schedule for Islamic counseling services - Daily activity plan (guidance services and counseling) - Photos of counseling activities in the classroom - Student products (reflection sheets, journals, project results)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Student activity sheets - Photos of activities - RPL / School counselors notes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eImplementing School counselors\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvidence of the implementation of the 7 Habits of Covey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Activities or media that showcase the values of the 7 Habits - Posters, reflection sheets, student work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Visual and text products from activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStudents, School Counselors\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvaluation and activity results\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Program implementation reports - Observation/interview data - Feedback from students and teachers - Activity reflection documentation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Final activity report - Summary of evaluation results\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSchool Counselors, Higher Education Institutions\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eImpact and sustainability of the program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- Recommendations for continuing cooperation - Testimonials or reflections from participants\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Reflection reports - Video or photo testimonials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSchool Counselors, Students\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProgram planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e- There is a proposal or design for a partnership program - Training and implementation schedules are available - There is a decree or assignment letter for the activity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e- Program proposal - Activity plan (TOR, schedule, modules) - Decree/Assignment Letter\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigher education institutions, Islamic boarding schools\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eProcedures\u003c/h3\u003e\n\u003cp\u003eThis study employed a Research and Development (R\u0026amp;D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. In the analysis phase, needs and challenges related to Islamic counseling services were identified through questionnaires distributed to school counselors in MAN and MTsN in Rejang Lebong Regency and Lubuklinggau City. The design phase focused on developing a conceptual university\u0026ndash;madrasah partnership model and a counseling module integrating Islamic values with Covey\u0026rsquo;s Seven Habits. During the development phase, the module was validated by experts in Islamic counseling, educational management, and counseling practice, and revised accordingly. The implementation phase involved training school counselors and conducting limited trials of the module in selected madrasahs through classical guidance activities. Finally, formative and summative evaluations were conducted using observations, interviews, and documentation to assess the effectiveness, practicality, and sustainability of the developed model.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003ePython is used to analyze research data to generate descriptive statistical data (mean and standard deviation), as well as the Wilcoxon signed-rank test to assess the difference between pre-test and post-test. The results of the descriptive analysis can be seen in Table \u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of Hybrid Group Counseling Descriptive Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDescriptive Statistical Output\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-Test\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePost-Test\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStd\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.88\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMin\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e25%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e65.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e74.25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e50%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e68.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e75%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e71.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e78.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMax\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eNote: Count=number of samples, Mean=average, Std=standard deviation, Min=minimum value, 25%=quartile 1, 50%=median, 75%=quartile 3, max=maximum value.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTo conduct qualitative data analysis, thematic analysis is used to analyze interviews and observations. The purpose of the thematic analysis was to identify the main topics of the student experience during the hybrid group counseling session. Qualitative outcomes were also associated with quantitative findings to gain a better understanding of the effectiveness of the intervention. The researcher carried out a triangulation method, which is to compare qualitative data from observations and interviews to improve the validity and reliability of the research.\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS AND DISCUSSION","content":"\u003ch2\u003eResults\u003c/h2\u003e\n\u003cp\u003eThe results of the research based on the five main stages of the ADDIE model will be presented in this section, namely:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1.1. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/strong\u003eAnalysis Stage\u003c/p\u003e\n\u003cp\u003eAt this stage of analysis, 21 school counselors from various MAN and State MTs were involved in the Rejang Lebong Regency and Lubuklinggau City areas. The results of the identification of the respondents\u0026apos; profiles showed that: 60% of school counselors had more than 5 years of experience, 30% had between one and five years of experience, 10% had only worked in less than a year and 75% of school counselors had never taken a character-based Islamic counseling course, but they were very interested in getting professional mentoring from colleges. This shows that the basic skills of school counselors are quite mature. However, to develop contextual Islamic guidance services and counseling services, advanced training and institutional support are needed. The questionnaire distributed consisted of three parts: (a) Program Needs, (b) Implementation Problems, and (c) Madrasah Potential. A Likert scale from 1 to 5 is used to measure each aspect. A scale of 1 indicates strongly disagree, 2 indicates disagree, 3 indicates neutral, 4 indicates agree, and 5 indicates strongly agree. The results of the questionnaire processing can be seen in the following graph 1.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to the interpretation of graph 1 above, the results of the analysis show that the need for an Islamic counseling guidance program based on the 7 Covey Habits is very important, followed by the potential of madrasahgu, although the implementation constraints are high and can be overcome through continuous mentoring and training.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1.2. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/strong\u003eDesign Stage\u003c/p\u003e\n\u003cp\u003eAfter the analysis of the needs of school counselors regarding the strengthening of Islamic counseling services and the development of students\u0026apos; character, the planning stage was carried out to design a collaboration module between universities and madrasahs based on the 7 Covey Habits. This module is designed with three main components: a scientific substance that integrates Islamic educational partnership theory, Islamic counseling principles, and character habituation methods; practical requirements so that the modules meet the needs of school counselors; as well as implemented aspects that ensure the ease of use of modules in university-madrasah cooperation. The structure of the module includes three parts. The initial section contains the identity of the module, a foreword emphasizing the importance of collaboration, and a table of contents. The core section contains an introduction to the importance of partnerships, theoretical foundations, partnership models with the roles of each party, the concept of Islamic counseling programs based on 7 habits, as well as evaluation design and program sustainability strategies. The final section contains a bibliography, activity execution format, observation sheets, and display design elements to make the module attractive and easy to use. The modules are arranged in a practical, systematic, and communicative manner so that school counselors and supervisors can directly apply them. The initial design of the module was also consulted with Islamic guidance services and counseling experts, education management, and madrasah guidance services and counseling practitioners, with their input being the basis for revision for the development stage. The results of this planning ensure that the modules are ready to be tested in an implemented manner and relevant to the educational context in the madrasah.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1.3. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/strong\u003eDevelopment Stage\u003c/p\u003e\n\u003cp\u003eThe development phase focuses on validating and refining the initial design of the module to ensure feasibility, reliability, and readiness for use. The resulting product is the College-Madrasah Partnership Module in Developing Islamic Counseling Based on the 7 Covey Habits, which provides practical guidance for school and madrasah counselors to improve character-based Islamic counseling services. The module was validated by eight experts consisting of two Islamic guidance services and counseling experts, two education management experts, and four practitioner school counselors by assessing the content, relevance of Islamic values, counseling principles, applicability, clarity of procedures, systematics of modules, and ease of implementation in madrasah. The validation results ensure the module is ready to be used in a real partnership.\u003c/p\u003e\n\u003cp\u003eBased on the results of data processing from validators on the partnership module between universities and madrasahs in developing Islamic counseling based on 7 Covey habits, can be seen in the following table 7.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 7. Expert Validation Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 274px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eValidator Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Validators\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage Score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeasibility Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 274px;\"\u003e\n \u003cp\u003eIslamic Guidance and Counseling Experts\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e4.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eHighly Eligible\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 274px;\"\u003e\n \u003cp\u003eEducation Management Expert\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e4.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eHighly Recommended\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 274px;\"\u003e\n \u003cp\u003eMadrasah Guidance and Counseling Teacher (Practitioner)\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e4.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eVery Good\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 274px;\"\u003e\n \u003cp\u003eTotal Average\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e8 Validators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e4.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 180px;\"\u003e\n \u003cp\u003eVery Good\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe results of validation by eight experts indicate that the collaboration module is \u0026ldquo;Highly Suitable\u0026rdquo; for use, meeting the academic, managerial, and practical requirements for developing Islamic counseling services based on the seven habits of Covey. The experts provided suggestions for improvement, including wording, indicators of successful collaboration, and examples of Islamic counseling practices. The module was revised by adding verses from the Qur\u0026apos;an and hadith, details on the roles of all parties (universities, madrasah, school counselors, students), adjustments to the counseling process in line with madrasa culture, as well as evaluations and follow-up activities. This revised version of the module is ready for use in limited trials and serves as a practical guide for enhancing collaboration and character building among students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1.4. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/strong\u003eImplementation Stage\u003c/p\u003e\n\u003cp\u003eThe limited trial or implementation stage aims to assess the effectiveness, ease of use, and implementation of the university-madrasah collaboration module. The researcher carried out two main activities: training of madrasah school counselors as module users and observation of program implementation in the field. Activities were carried out at MAN and MTs in Rejang Lebong Regency and Lubuklinggau City. The training introduced the Partnership Module for Islamic Counseling Based on the 7 Habits of Covey, providing a conceptual understanding of the collaboration model, practicing the integration of Islamic values with the seven habits, and simulating counseling services. After the training, one of the counselors of the MAN Rejang Lebong school implemented the module in class Xa through several classical guidance sessions that focused on the development of Islamic character and habituation of positive behavior. The researcher monitored the suitability of the activities with the module guidelines, student participation, the ability of teachers to combine Islamic values with the seven habits, and the initial effect on students\u0026apos; attitudes and behaviors. The observation results showed that the school counselors were able to implement the modules well, and the students were actively involved, showing increased spiritual awareness, independence, and a positive mindset. The school counselor assessed that the module guidelines helped the practice of Islamic counseling in madrasah, although it needed to be adjusted to make the activities more in-depth and sustainable. Overall, the modules proved to be practical, easy to use, and effective in strengthening counseling services and shaping students\u0026apos; positive character.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1.5. \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/strong\u003eEvaluation Stage\u003c/p\u003e\n\u003cp\u003eAfter implementation in the field, the evaluation stage is the final part of the model development process using the ADDIE approach. The goal of this stage is to evaluate the effectiveness, usefulness, and feasibility of the product in the end. Formative evaluation and summative evaluation are the two main approaches used to conduct the evaluation process.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e1.5.1. \u0026nbsp;\u0026nbsp;\u003c/em\u003eFormative Evaluation\u003c/p\u003e\n\u003cp\u003eThe formative evaluation was carried out to get direct feedback from the school counselor who participated in the training and from the teachers who conducted the module trial at MAN Rejang Lebong class Xa. Some of the important findings that have been achieved at this point are as follows: 1) School counsellors believe that the modules provide easy-to-follow practical guidelines for creating and implementing Islamic counselling services in madrasah, 2) Activities that combine Islamic values with the 7 Covey Habits are considered engaging, relevant to students in madrasah, and encourage positive behaviour, 3) During classical guidance activities, students are highly engaged. They may also find positive habits such as taking initiative, putting the important first, and empathizing with others. 4) There are some improvement notes from the school counsellor about the limited time for activities, and the need for further guidance on how to continue individual counseling with specific students. The results of this formative evaluation are used to partially modify the module. This mainly includes examples of the implementation of activities, the addition of student reflection sheets, and follow-up guidance after the guidance activities.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e1.5.2. \u0026nbsp;\u003c/em\u003eSummative Evaluation\u003c/p\u003e\n\u003cp\u003eSummative evaluation was conducted after training and limited trials to assess the effectiveness of modules for school counselors, students, and college-madrasah partnerships. Data was obtained through observations of class Xa students of MAN Rejang Lebong and interviews with school counselors. Results showed 90% of school counsellors rated the modules as helpful, providing structured, contextual, and applicative guidance for Islamic counselling services. School counselors reported increased student engagement as well as positive attitudes towards Islamic values and good habits.\u003c/p\u003e\n\u003ch2\u003eDiscussion\u003c/h2\u003e\n\u003cp\u003eThe findings of this study show that the university-madrasah partnership model in the development of Islamic counseling based on the 7 Covey Habits has proven to be effective in improving the competence of school counselors and strengthening students\u0026apos; Islamic character habituation. These findings are in line with previous research that confirms that institutional collaboration between universities and educational units is able to improve the quality of educational services and the professionalism of educators in a sustainable \u0026nbsp; manner [24], [34].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe results of the needs analysis showed that 90% of school counselors need professional assistance support the findings of Idrus, et al. and Baharun, et al. who stated that madrasah tend to have great internal potential but require scientific support and systematic supervision from universities so that the program runs optimally [24], [34]. \u0026nbsp;However, previous research has generally focused partnerships on managerial aspects and institutional development, while this study specifically integrates these partnerships into the practice of character-based Islamic counseling services, thereby expanding the scope of existing collaborations.\u003c/p\u003e\n\u003cp\u003eIn terms of the character approach, the findings of this study reinforce the results of Covey\u0026apos;s study and follow-up research related to Seven Habits, which reported the positive impact of proactive habits, empathy, and self-renewal on student behavior and achievement [10], [14]. The difference is that this study contextualizes these seven customs into Islamic values, such as amanah, istiqamah, ta\u0026apos;awun, and muhasabah, so that it is in harmony with the characteristics and culture of the madrasah. This answers criticism of previous research that many character programs are general and not yet fully integrated with students\u0026apos; religious values.\u003c/p\u003e\n\u003cp\u003eImplementation findings show that students become more disciplined, empathetic, and responsible after participating in the developed module-based counseling services. These results are consistent with research on Islamic character education, which emphasizes that habituation of values through structured guidance is more effective than incidental or reactive approaches [2], [42], [43]. However, this study makes an additional contribution by showing that changes in student behavior are not only influenced by counseling materials but also by collaborative models that ensure program sustainability, academic supervision, and continuous reflection between universities and madrasah.\u003c/p\u003e\n\u003cp\u003eFrom the perspective of Islamic counseling, the results of this study strengthen the theory that counseling not only functions as a means of solving psychological problems, but also as an instrument for the formation of kamil people through the integration of spiritual, moral, and social values [3], [43], [44]. In contrast to previous Islamic counseling research that emphasized more conceptual or individual aspects, the model developed in this study shows that Islamic counseling can be operationally systemic through institutional partnerships, so that the impact is broader and more sustainable\u003c/p\u003e\n\u003ch2\u003eLimitations and Suggestion\u003c/h2\u003e\n\u003cp\u003eThis study has several limitations that should be considered when interpreting the findings. First, the implementation of the university\u0026ndash;madrasah partnership model was conducted through a limited-scale trial involving a relatively small number of madrasahs and counselors. Consequently, the generalizability of the findings to broader educational contexts, such as different regions or school levels, remains limited. Second, the evaluation focused primarily on the perceptions and experiences of counselors, while the direct measurement of long-term student outcomes\u0026mdash;such as sustained character development or behavioral change\u0026mdash;was not comprehensively examined. Third, the integration of \u003cem\u003eThe Seven Habits\u003c/em\u003e framework was adapted to the Islamic counseling context, which may require further refinement to ensure cultural and contextual compatibility across diverse madrasah settings. Finally, the study did not employ a comparative or experimental design, limiting causal inference regarding the effectiveness of the developed model.\u003c/p\u003e\n\u003cp\u003eFuture studies are recommended to conduct large-scale implementations involving diverse madrasah contexts and regions to enhance the external validity of the model. Researchers may also apply experimental or quasi-experimental designs to more rigorously examine the impact of the partnership model on students\u0026rsquo; character development, psychological well-being, and academic engagement. Additionally, longitudinal research is suggested to explore the sustainability and long-term effects of Islamic counseling interventions integrating \u003cem\u003eThe Seven Habits\u003c/em\u003e. Further investigation may also focus on integrating digital counseling platforms within the university\u0026ndash;madrasah partnership framework to respond to contemporary educational challenges and expand access to Islamic counseling services.\u003c/p\u003e\n\u003ch2\u003eImplications\u003c/h2\u003e\n\u003cp\u003eThis study offers several important implications for theory, practice, and educational policy. Theoretically, the findings strengthen the discourse on Islamic guidance and counseling by demonstrating that character education frameworks such as Covey\u0026rsquo;s \u003cem\u003eSeven Habits\u003c/em\u003e can be systematically contextualized within Islamic values through an institutional partnership model. This expands existing counseling theories that often emphasize individual or conceptual approaches by highlighting the role of structured collaboration in sustaining character development programs. Practically, the developed university\u0026ndash;madrasah partnership model provides school counselors with a concrete, applicable framework for delivering Islamic counseling services that integrate moral, spiritual, and behavioral dimensions. The model also enhances counselors\u0026rsquo; professional competence through continuous academic mentoring and reflective practice. At the policy level, this study implies that higher education institutions and madrasahs should institutionalize long-term partnerships as part of professional development and community engagement programs, supporting the sustainability of character-based Islamic counseling and strengthening the implementation of the \u003cem\u003eTri Dharma\u003c/em\u003e of Higher Education.\u003c/p\u003e"},{"header":"CONCLUSIONS","content":"\u003cp\u003eBased on the results of the research and discussion that have been compared with the findings of previous research, it can be concluded that the university-madrasah partnership model in the development of Islamic counseling based on \u003cem\u003ethe 7 Covey Habits\u003c/em\u003e has proven to be effective and contextual in improving the competence of school counselors and strengthening students' Islamic character habituation. These findings not only confirm previous research on the importance of institutional collaboration in improving the quality of education, but also expand on it by showing that such partnerships can be operationally implemented in Islamic counseling practices that are integrated with religious values and modern character. In contrast to previous research that tends to emphasize conceptual or managerial aspects, this study provides empirical evidence that Islamic counseling can be developed systemically and sustainably through structured academic mentoring, reflection, and supervision. Thus, this research contributes to the enrichment of the study of Islamic guidance and counseling through the development of an applicative partnership model that can be replicated in other madrasahs with adjustments to the local context\u003c/p\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFUNDING AND ETHICS\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFUNDING:\u003c/strong\u003e This research received support funding from the Directorate of Islamic Religious Higher Education of the Ministry of Religion of the Republic of Indonesia through a research grant based on Decree No. 6679 of 2025 concerning Recipients of Research Assistance for the Development of Collaboration between Universities and/or Ministries/Institutions for the 2025 Fiscal Year.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCLINICAL TRIAL NUMBER:\u003c/strong\u003e Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eACKNOWLEDGMENTS:\u003c/strong\u003e The author also expressed his gratitude to the Head of Madrasah and the Counselor of the partner school for their assistance and participation during the implementation of the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONFLICTS OF INTEREST:\u003c/strong\u003e The authors declare no potential conflicts of interest related to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eETHICAL APPROVAL:\u0026nbsp;\u003c/strong\u003eThis research has been validated and approved by the Office of the Ministry of Religious Affairs of Rejang Lebong Regency, Bengkulu and Lubuklinggau City, South Sumatra (Research Permit Numbers: 1041/Kk.07.03.1/10/2025 and B-147/Kk.06.11.01/KP.01.1/09/2025). This research was conducted in accordance with the guidelines of the International Conference Harmonization (ICH) on Research and Development (R\u0026amp;D) and other applicable regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONSENT TO PARTICIPATE\u003c/strong\u003e: Respondents in this study have given their consent to provide data and fully understand their participation in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONSENT TO PUBLISH\u003c/strong\u003e: Participants consent to the publication of anonymized responses and findings generated from data obtained during the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDATA AVAILABILITY STATEMENT\u003c/strong\u003e: The data supporting the findings of this study are not publicly available due to privacy and ethical restrictions, but can be obtained from the corresponding author upon request in accordance with publication ethics and the publisher\u0026apos;s policy.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAUTHOR CONTRUBUTIONS STATEMENT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDHR served as the principal author and was responsible for conceptualizing the study, designing the research methodology, coordinating data collection and analysis, developing the Islamic counseling model, and drafting the original manuscript. EP contributed to the development of the counseling framework and instruments, supported data interpretation, and reviewed the manuscript for academic coherence. AM provided theoretical expertise in Islamic counseling, validated the integration of the Seven Habits within Islamic values, and critically revised the manuscript for intellectual content. IW contributed to the analysis of educational and institutional contexts, particularly in relation to madrasah systems and partnership implementation, and assisted in refining the discussion section. AM contributed to data analysis support, literature review, and manuscript editing, particularly in strengthening the implications and conclusion sections. All authors read, reviewed, and approved the final version of the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eYanda F, Zumrudiana A, Amalo EA. \u003cem\u003eGlobal perspectives on teaching and learning: Paths in Islamic education\u003c/em\u003e, vol. 26, no. 3. 2021. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1080/1364436x.2021.1933736\u003c/span\u003e\u003cspan address=\"10.1080/1364436x.2021.1933736\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAzis Nasser A, Trisnamansyah S, Mudrikah A, Iriantara Y. Strengthening Character Education Of Madrasah Students Based On Boarding School (Case Study At MAN Insan Cendekia Serpong, South Tangerang City). Int J Educ Res Soc Sci. 2022;3(2):653\u0026ndash;67.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBukhori B, Ma\u0026rsquo;arif S, Panatik SAB, Siaputra IB, Al Afghani AA. A Study on Muslim University Students in Indonesia: The Mediating Role of Resilience in the Effects of Religiosity, Social Support, Self-Efficacy on Subjective Well-being. Islam Guid Couns J. 2022;5(2):152\u0026ndash;71. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.25217/igcj.v5i2.2972\u003c/span\u003e\u003cspan address=\"10.25217/igcj.v5i2.2972\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAmaliah KR, Suhada H, Umurohmi Ulfah, Bani AMA. Facing The Digital Era: A Comprehensive Transformation Of Madrasas Through Technology. Indones J Educ. 2024;4(2):337\u0026ndash;50.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMa\u0026rsquo;ruf RA, Darmanto D, Haditia M, Asroriah F, Asy\u0026rsquo;arie BF, Zuhairi Z. Islamic Boarding Schools and Technology: Efforts to Overcome Social Changes in Santri Misuse of Gadgets. AL-ISHLAH J Pendidik. 2024;16(2):2472\u0026ndash;84. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.35445/alishlah.v16i2.5338\u003c/span\u003e\u003cspan address=\"10.35445/alishlah.v16i2.5338\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAnnur S. The Analysis of School Culture In Shaping Students\u0026rsquo; Character At Islamic High School of Al-Fatah Palembang. Edukasi Islam J Pendidik Islam. 2022. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.30868/ei.v11i02.4300\u003c/span\u003e\u003cspan address=\"10.30868/ei.v11i02.4300\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSalman I, Alia NUR, Siagian N. Addiction and Social Interaction of Students of Madrasah Aliyah Negeri 1 City of South, no. 05, pp. 44\u0026ndash;57, 2022, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.17605/OSF.IO/VSHFW\u003c/span\u003e\u003cspan address=\"10.17605/OSF.IO/VSHFW\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMutiawati M, Mailizar M, Johar R, Ramli M. Exploration of factors affecting changes in student learning behavior: A systematic literature review, 12, 3, pp. 1315\u0026ndash;26, 2023, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.11591/ijere.v12i3.24601\u003c/span\u003e\u003cspan address=\"10.11591/ijere.v12i3.24601\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWibowo AM, Noviani NL, Muzayanah U, Istiyani D, Muawanah S. Digital technology \u0026rsquo; s impact on senior high school students \u0026rsquo; religious attitudes, 14, 5, pp. 3960\u0026ndash;72, 2025, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.11591/ijere.v14i5.30093\u003c/span\u003e\u003cspan address=\"10.11591/ijere.v14i5.30093\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLian CK, Hua TK, Mohd-Said NE. The Impact of Stephen Covey\u0026rsquo;s 7 Habits on Students\u0026rsquo; Academic Performance during the COVID-19 Pandemic. Int J Learn Teach Educ Res. 2022;21(1):109\u0026ndash;26. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.26803/ijlter.21.1.7\u003c/span\u003e\u003cspan address=\"10.26803/ijlter.21.1.7\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePangesti AD, Fithrotuzzahra K, Untari RS. Learner Characteristics to Form Character Development and Skills in Positive Habits, vol. 0672, no. c, pp. 87\u0026ndash;92, 2024.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePutri RSW, Handoyo E, Suyahmo, Purnomo A. The Influence of Character Education on Students\u0026rsquo; Learning Achievement at SMP Negeri 1 Seyegan. J Harmon Nusa. 2024;1(2):225\u0026ndash;34.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMondal D, Bhowmick A, Mallick L. Assessment of Academic Achievement on Parental Encouragement and Study Habit of Higher Secondary Level Students in West Bengal. J Dyn Control. 2025;9(2):77\u0026ndash;94. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.71058/jodac.v9i2007\u003c/span\u003e\u003cspan address=\"10.71058/jodac.v9i2007\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNawaz M, Latif H. The 7 Habits of Highly Effective People in the Light of the Qur\u0026rsquo;an and Sunnah: A Comparative Ethical Analysis. AL-ĪMĀN Res J. 2025;03(03):70\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCovey SR. \u003cem\u003eThe 7 Habits of Highly Effective Families\u003c/em\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCovey S. The 7 Habits of Happy Kids. English UK: Simon and Schuster Ltd; 2008.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDamayanti AD, Widiyono D, Kasanah U. LeThe Effectiveness of the Seven Habits Programto EnhanceElementaryStudents\u0026rsquo;Character in the Digital Era. Lect J Pendidik. 2025;16:549\u0026ndash;59.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSaputra AA, Muslihati M, Hambali I, Sobri AY. Islamic Guidance and Counseling: A Pathway To Moral Development For Street Children. Prooceding Int Conf Islam Humanit Mod Era. 2025;1(1):50\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAzizah SN, Wahyuningsih S, Susetyo A. Literature Review of An Islamic Positive Work Behavior: Ta\u0026rsquo;awun. Fokus Bisnis Media Pengkaj Manaj dan Akunt. 2023;22(1):1\u0026ndash;6. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.32639/fokbis.v22i1.161\u003c/span\u003e\u003cspan address=\"10.32639/fokbis.v22i1.161\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSetyaningrum W, Nugroho H, Sofiatun I, Wijaya A. Numeracy and Growth Mindset Profiles as a Basis for Differentiated Guidance Service in Islamic Schools, 9, pp. 1\u0026ndash;20, 2026, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.25217/0020269700400\u003c/span\u003e\u003cspan address=\"10.25217/0020269700400\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eIdris M. The Role of Character Development in Islamic Religious Education: An Islamic Values-Based Approach at one of the MAN Schools in South Sulawesi. West Sci Interdiscip Stud. 2023;01(08):640\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdurrahman T, Rafida, Hadi R. Implementation Of Guidance And Counseling Program In Madrasah Aliyah Islamic Boarding School Darul Ulum Asahan. Int J Educ Soc Stud Manag. 2021;1(2):14\u0026ndash;28.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdurrahman MPD, Saragi, Yoserizal, Suyono, Zahra R. Exploration Of The Implementation Of Islamic Guidance And Counseling Services At Darul Mursyid Modern Islamic Boarding School In South Tapanuli, Indonesia, \u003cem\u003eRev. Int. Geogr. Educ. Online\u003c/em\u003e, vol. 11, no. 5, pp. 4418\u0026ndash;4426, 2021, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.48047/rigeo.11.05.320\u003c/span\u003e\u003cspan address=\"10.48047/rigeo.11.05.320\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl Idrus SAJ. Model Strategi Kemitraan Pada Lenbaga Pendidikan Islam (Studi Kasus di MAN 2 MAtaram). Palapa J Stud Keislam dan Ilmu Pendidik. 2017;5(2):20\u0026ndash;37.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAliyah N, Thabrani AM, Rodliyah S, Amal BK, Samosir SL. Research-Based Islamic Education Curriculum Management. Al-Hayat J Islam Educ. 2024;8(3):1158\u0026ndash;72. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.35723/ajie.v8i3.668\u003c/span\u003e\u003cspan address=\"10.35723/ajie.v8i3.668\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUlum B, Qosim N, Singh S. the Current Research Trend of Islamic Education in Indonesia Pesantren and Its Properties. Khulasah Islam Stud J. 2024;6(1):1\u0026ndash;15. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.55656/kisj.v6i1.141\u003c/span\u003e\u003cspan address=\"10.55656/kisj.v6i1.141\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBadu SQ, Djafri N, Alam H. Balancing Technology and Human Values: A Literature Review on Thetranformation of Teachers\u0026rsquo; Roles in Shaping A Generation With Character and Empathy in The Era of Society 5.0. Int J Teach Learn. 2025;2(11):1360\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRuchiyat MG, Prihatmojo A, Marwan M, Badawi B, Kisworo TW. The Urgency of Digital Literacy Based on Character Education in Learning Society 5.0. Int J Theory Appl Elem Second Sch Educ. 2024;6(1):39\u0026ndash;44.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eQornain D. The role of madrasah and global challenges, in \u003cem\u003eProceeding of International Conference on Education, Society and Humanity\u003c/em\u003e, 2023, pp. 1418\u0026ndash;1423.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAinissyifa H, Nasrullah YM, Fatonah N. Empowering Educational Autonomy To Implement Kurikulum Merdeka in Madrasah. J Pendidik Islam. 2024;10(1):25\u0026ndash;40. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.15575/jpi.v10i1.35133\u003c/span\u003e\u003cspan address=\"10.15575/jpi.v10i1.35133\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHopid A, Wantini A, Rahman K, Hidayat, Jhati G. The Existence of Private Madrasas in The Era of Capitalization of Education in Yogyakarta. Tarbawwi Indones Journall Islam Educ. 2023;10(1):105\u0026ndash;14. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.17509/t.v10i1.56972\u003c/span\u003e\u003cspan address=\"10.17509/t.v10i1.56972\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSafriyani R, Asmiyah S. Madrasah Teachers\u0026rsquo; Readiness in Developing Collaborative English Teaching Modul. Teach Engl Lang Lit J. 2024;12(2):103\u0026ndash;17.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eL\u0026ouml;fstr\u0026ouml;m M. Projectified collaboration between nonprofit organizations and public organizations, \u003cem\u003eInt. J. Manag. Proj. Bus.\u003c/em\u003e, vol. 18, no. 8, pp. 1\u0026ndash;21, 2025, \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1108/IJMPB-09-2024-0233\u003c/span\u003e\u003cspan address=\"10.1108/IJMPB-09-2024-0233\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBaharun H, Septantiningtyas N, Zainab I. Strategi Perguruan Tinggi Dalam Menjaga Sustainability Lembaga Melalui Program Kemitraan. Manag Indones J Educ Manag. 2020;2(3):354\u0026ndash;65. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.52627/ijeam.v2i3.66\u003c/span\u003e\u003cspan address=\"10.52627/ijeam.v2i3.66\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBennett LM, Gadlin H. Collaboration and team science: From theory to practice. J Investig Med. 2012;60(5):768\u0026ndash;75. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.2310/JIM.0b013e318250871d\u003c/span\u003e\u003cspan address=\"10.2310/JIM.0b013e318250871d\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlderman L, Beck E. Distinguishing Collaboration From Other Group Work to Help Public Health and Other Sectors Solve Wicked Problems to Improve Health and Well-Being for All. Public Heal Reports\u0026reg;. 2025. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/00333549251349417\u003c/span\u003e\u003cspan address=\"10.1177/00333549251349417\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKholilullah MKDP, Islam. Aktual J Penelit Sos Keagamaan. 2023;13(1):11\u0026ndash;21. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.54459/aktualita.v13i1.525\u003c/span\u003e\u003cspan address=\"10.54459/aktualita.v13i1.525\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCandra H, Anwar K, Marzuki A. Mix Method: Analysis of the Utilization of Recommendations from Accreditation Results in Improving the Quality of Higher Education, vol. x, no. x, pp. 145\u0026ndash;166, 2024.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMeisuri M, Harjati P, Pahrudin A. Higher Education Quality Assurance System. Tadbir J Stud Manaj Pendidik. 2024;8(1):27. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.29240/jsmp.v8i1.9934\u003c/span\u003e\u003cspan address=\"10.29240/jsmp.v8i1.9934\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRahayu A. Metode Penelitian dan Pengembangan (R\u0026amp;D): Pengertian, Jenis dan Tahapan. DIAJAR J Pendidik dan Pembelajaran. 2025;4(3):459\u0026ndash;70. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.54259/diajar.v4i3.5092\u003c/span\u003e\u003cspan address=\"10.54259/diajar.v4i3.5092\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSugiyono. \u003cem\u003eMetode Penelitian Kunatitatif, Kualitatif dan R\u0026amp;D\u003c/em\u003e. Bandung, 2016.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSastra Negara AH, Waston S, Hidayat, Mulkhan AM. Development of Religious Character To Improve the Effectiveness of Teacher and Student Communication. Rev Gest Soc e Ambient. 2024;18(6):1\u0026ndash;26. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.24857/rgsa.v18n6-037\u003c/span\u003e\u003cspan address=\"10.24857/rgsa.v18n6-037\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJembarwati O. Model Konseling Islami untuk Meningkatkan Spiritual Well Being Peserta Didik. Annu Guid Couns Acad Forum, p. 185, 2023.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSumarta Tata D, Suhara, Wulandini WN. Integrasi Pendidikan Agama Islam dengan Bimbingan Konseling dan Dampaknya Terhadap Akhlak Peserta Didik. TA\u0026rsquo;DIB J Pendidik Agama Islam. 2024;2(1):116\u0026ndash;26. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.69768/jt.v2i1.52\u003c/span\u003e\u003cspan address=\"10.69768/jt.v2i1.52\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"University-madrasah partnerships, Islamic counselling, Seven habits, Character education, Educational collaboration, Partnership models","lastPublishedDoi":"10.21203/rs.3.rs-8905032/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8905032/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study aims to develop a university-madrasah partnership model, implemented through a collaborative mechanism, to improve Islamic guidance and counseling services based on a character development framework adapted from the Covey Seven Habits. The method used is Research and Development (R\u0026amp;D) with the ADDIE model, including analysis, design, development, implementation, and evaluation. The research subjects consisted of school counselors and heads of State Islamic High School (\u003cem\u003eMadrasah Aliyah Negeri\u003c/em\u003e) and State Islamic Junior High School (\u003cem\u003eMadrasah Tsanawiyah Negeri\u003c/em\u003e) madrasah in Rejang Lebong Regency and Lubuklinggau City. Needs analysis shows that 90% of school counsellors require professional support from universities to develop Islamic guidance services and counseling that align with the characteristics of students. At the design stage, a Partnership Module for Higher Education and Madrasah was developed, which contains a theoretical, philosophical, and practical basis for Islamic counseling based on good habits. Expert validation obtained an average score of 4.58 in the very decent category. The implementation of the program develops the competence of school counselors in Islamic counseling and results in a noticeable improvement in student behavior. Formative and summative evaluations affirm that this model is effective, useful, and sustainable, and contributes to the strengthening of the Tri Dharma of Higher Education and the formation of students' Islamic character.\u003c/p\u003e","manuscriptTitle":"University–Madrasah Partnership Model for Islamic Counseling Development Integrating the Seven Habits","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-25 06:52:34","doi":"10.21203/rs.3.rs-8905032/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-24T12:53:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-20T01:23:00+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-20T01:22:05+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-02-18T01:37:36+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"aaabcd54-cb08-4430-a725-8614d92df45d","owner":[],"postedDate":"February 25th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-03-17T16:54:05+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-25 06:52:34","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8905032","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8905032","identity":"rs-8905032","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}