<![CDATA[Semakin merosotnya kualitas moralitas bangsa Indonesia hingga saat ini sebagai dampak dari melemahnya fungsi vital pendidikan, yakni pembentukan akhlak. Pembelajaran di kelas sebagai inti dan bentuk nyata dalam pendidikan formal menjadi poros persoalan utamanya, terutama dari aspek manajemen yang tidak berpijak secara kokoh di atas nilai-moral ideal. Penelitian kualitatif ini mengunakan pendekatan fenomenologi didukung oleh analisis teori pendidikan nilai (value education). Berdasarkan analisis berbagai faktor yang mempengaruhi, dihasilkan desain model manajemen kelas yang dipandang efektif mengembangkan akhlak peserta didik dengan unsur-unsur sebagai berikut: (1) Agama (Islam), ideologi Pancasila, dan budaya lokal menjadi sumber nilai-moral; (2) Sisdiknas menjadi landasan pendidikan akhlak; (3) komitmen lembaga terhadap pengembangan akhlak yang tertuang dalam visi dan misi, program dan kebijakan pimpinan, kurikulum dan silabus; (4) pendidik sebagai live model dan agent attitude change menggunakan pendekatan sosial emotional climate; (5) sejumlah nilai-moral tercantum dalam persiapan pembelajaran; (6) proses pembelajaran bukan hanya sekedar tranformation of knowledge event, tetapi juga emoting, spritualizing, dan valuing melalui eksplorasi dan pendayagunaan potensi nilai-moral; dan (7) habituasi nilai-moral di dalam dan di luar kelas dalam lingkungan kampus.Indonesian moral quality has been shrinking for times as an impact of weakened education function namely the development of akhlak. Learning process in the class is the core and real manifestation of formal education becoming the main problem, especially in management aspects which do not concretely lay it foundation on idealistic moral values. This qualitative research applies phenomenology approach supported by analysis of value education. Based on the analyses there are some factors which influence, and are generated from class management recognized as effective ways to develop the akhlak of students. The natures of such factors are (1) Religion (Islam), Pancasila ideology, and local culture to be the sources of moral values; (2) National education system to be the foundation for akhlak education (3) the commitment of education institutions embodied in vision and mission, program and policies of the stake holder, curriculum and syllabuses: (4) Educator (on this occasion is lecturer) as a live model and agent of attitude change applies social emotional climate approach; (5) some moral values are inscribed in learning preparation; (6) learning process is not merely a transformation of knowledge event, but also a form of emoting, spiritualizing, and valuing through exploration and utilizing moral values; (7) making a habit of moral values both inside and outside the class inside campus environment.Kata kunci: manajemen kelas, akhlak karimah, nilai-moral.]]>
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