The study used a qualitative approach with the aim of exposing the dialogical learning management instill character values in the students. Sources of information obtained from the teacher/chaperone and manager of the Alternative School "Qoryah Thayyibah" in Salatiga with through interviews, observation and questionnaires and then analyzed thematically. The results showed that: (1) planning is done together with students, while the teacher/chaperone role as facilitators in achieving competence,

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... (2) implementation of dialogical learning in instilling the values of religiosity, self-reliance, honesty, respect, responsibility, discipline and collaboration in learning is done through (a) the degree of integration work, (b) the casting idea or notion of learners in discussion and group work. Meanwhile, to build tolerance, social care carried out by involving learners in a variety of social activities, e.g. a party, celebration or died neighbor directly involved without seeing strata, social status and confidence. Then to reward achievement, hard work, creativity and independence of learners performed either by writing the work, document and even published works in collaboration with the publisher. Based on the recommended plan and implement problem-based learning, the determination of the focus remains the primary concern should be the teacher/chaperone so the learning quality is maintained and the rights of parents as the first and foremost educators are not neglected.