TESIS
Oleh
AKMALUDDIN
NIM. 08710057/S2
TESIS
Oleh:
AKMALUDDIN
NIM. 08710057/S2
Pembimbing:
Nama : Akmaluddin
NIM : 08710057/S2
Setelah diperiksa dan dilakukan perbaikan, tesis dengan judul tersebut di atas disetujui
Pembimbing I
Pembimbing II
Mengetahui,
Ketua Program Studi
Nama : Akmaluddin
Nim : 08710057/S2
Program Studi : Pendidikan Agama Islam
Judul : Peranan Guru dalam Pembinaan Sikap Keberagamaan Siswa di
SMA Negeri 1 Manggelewa Dompu – NTB
Menyatakan dengan sebenar-benarnya bahwa tesis ini asli tulisan/karya sendiri. Apabila
dikemudian hari ternyata dan terbukti tesis ini tidak asli atau merupakan jiplakan atau
dibuatkan oleh orang lain, maka saya bersedia dikenakan sanksi, baik sanksi akademis
berupa pencabutan hak atas pemakaian gelar kelulusan maupun sanksi sesuai dengan
ketentuan yang berlaku.
AKMALUDDIN
LEMBAR PERSETUJUAN DAN PENGESAHAN TESIS
Tesis dengan judul: Peranan Guru dalam Pembinaan Sikap Keberagamaan Siswa di
SMA Negeri 1 Manggelewa Dompu NTB ini telah diuji dan dipertahankan di depan
sidang dewan penguji pada tanggal 2 Agustus 2010.
Dewan Penguji :
Mengetahui,
Direktur Program Pascasarjana
Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang
ﻡﻔﺘﺎح اﻟﻜﻠﻤﺔ :ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ .ﺑﻨﺎء اﻟﻤﻮاﻗﻒ اﻟﻄﻠﺒﺔ .دور اﻟﻤﺪرس ﻓﻲ ﺑﻨﺎء ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ.
اﻟﻌﻮﻟﻤﺔ هﻲ ﻡﺜﻞ وﺟﻬﻴﻦ ﻟﻌﻤﻠﺔ ﻡﻌﺪﻥﻴﺔ أو ﺑﻌﺒﺎرة أﺧﺮى ،ﻓﺈن اﻟﻌﻮﻟﻤﺔ ﻋﻠﻰ ﺡﺪ
ﺳﻮاء اﻵﺙﺎر اﻹﻳﺠﺎﺑﻴﺔ واﻟﺴﻠﺒﻴﺔ إن ﻋﻮﻟﻤﺔ ﻋﻨﺪ إﻳﺠﺎﺑﻲ اﻻﺙﺮ وﺳﻠﺒﻲ اﻻﺙﺮ ,أﺡﺪهﻤﺎ ﻡﻦ أﺙﺮ
ﻋﻮﻟﻤﺔ هﻲ ﺗﺴﻠﻞ اﻟﺜﻘﺎﻓﺔ اﻟﻐﺮﺑﻴﺰ .واﻻﺧﺮى هﻲ ﻡﻦ ﺙﻘﺎﻓﺔ اﻟﺸﺮﻗﻴﺔ اﻟﺘﻲ اﺗﺮب ﻡﻨﻬﺎ
وﻳﺤﺎﻓﻆ ﺑﻘﻴﻤﺔ اﻟﺪﻳﻨﻴﺔ ﻋﻨﺪ ﺡﻮل اﻟﺘﺮﺑﻴﺎت هﻲ ﺗﺤﺪد ان ﺗﺤﺪّى ﻋﻨﺪ دﺧﻮل ﺡﺼﺮ اﻟﺬآﺮى
اﻟﻔﻴﺔ اﻟﺜﺎﻟﺜﺔ .ﻟﺰم اﻟﺘﺮﺑﻴﺔ ﻹﻋﻄﺎئ اﻹﺟﺎﺑﺔ ﺑﺎﺟﺘﻬﺪ ﻋﻠﻰ ﺡﺮآﻬﺎ ﻓﻲ اﻟﻤﺠﺘﻤﻌﺔ .ارﺷﺎد ﻋﻨﺪﻡﺎ
ﺷﺮف ﺑﻨﺎء ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ او ﻡﺤﺎﻓﻈﺔ ﻗﻴﻤﺔ اﻟﺪﻳﻨﻴﺔ ﻟﻤﻐﺮﺑﻬﺎ ﻋﻠﻰ ﻡﺘﻨﻮﻋﺔ اﻟﺴﻠﺒﻲ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ
اﻟﺠﺪﻳﺪ.
ﺑﻨﺎء ﻋﻠﻰ ﻡﺎ ﺧﻠﻔﻴﺔ ﺗﻠﻚ اﻟﻤﺴﺎﺋﻞ ,ﻳﺘﺠﺮب ان ﻳﺪﻗﻖ ﻡﻌﻴّﺎ ﺑﻤﺪﻗّﻖ اﻻﺗﻲ ) -(1آﻴﻒ
ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻥﻮﻳﺔ اﻟﺤﻜﻮﻡﻴﺔ 1ﻡﻨﻐﻴﻠﻴﻮا دوﻡﻔﻮNTB؟ ) – (2آﻴﻒ ﺑﻨﺎء
ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻥﻮﻳﺔ اﻟﺤﻜﻮﻡﻴﺔ 1ﻡﻨﻐﻴﻠﻴﻮا دوﻡﻔﻮNTB؟ ) -(3آﻴﻒ ﻡﺪور
ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻥﻮﻳﺔ اﻟﺤﻜﻮﻡﻴﺔ 1ﻡﻨﻐﻴﻠﻴﻮا دوﻡﻔﻮNTB؟.
اﻟﻄﺮﻳﻘﺔ اﻟﻤﺪﻗﻴﻖ اﻟﺬي ﺳﻮف ﻋﻤﻠﻪ ﻳﺴﺘﺤﺪم ﻃﺮﻳﻘﺔ اﻷﺹﺮﺡﻲ ,وﻃﺮﻳﻘﺔ آﻤّﻴﺔ.
اﻟﻜﻴﻔﻴﺔ ﻹﺟﺘﻤﻊ ﺑﻴﻨﺎت اﻟﺘﻲ ﻳﺴﺘﺤﺪم ﻓﻴﻪ وهﻲ ) (1اﻟﻤﻘﺎﺑﻠﺔ ) (2واﻟﻤﺮاﻗﺒﺔ )(3واﻟﺘﻮﺙﻴﻖ )(4
وﻻﺳﺘﻔﻨﺎء,ﻓﻲ أﺧﺪ ﻡﺼﺎدر اﻟﺒﻴﺎﻥﺎت أو اﻟﻤﻌﻠﻮﻡﺎت ﻓﻲ هﺬا اﻟﺒﺤﺚ ﺑﺎﺳﺘﺨﺪام هﺪف أﺧﺪ
اﻟﻌﻴﻨﺎت .هﺬا اﻟﻤﺪﻗﻴﻖ ﺑﺤﺚ ﺑﻴﻨﺔ ﻃﺮز اﻟﺘﻔﺎﻋﻞ او ﻃﺮز ﻡﻴﻠﻴﺲ وهﻮدﻳﺮﻡﻦ اﻟﻤﺴﺘﻌﻤﻞ ﺙﻼﺙﺔ
ﻃﺒﻘﺔ ﻓﻲ ذﻟﻚ اﻟﺒﺤﺚ ﻳﻌﻨﻲ ﻥﻘﺺ اﻟﺒﻴﻨﺔ ,وإﺧﺘﺒﺎر اﻟﺒﻴﻨﺔ .ﻡﻼﺡﻈﺔ :ﺗﺼﻮر او ﻡﺮﺗﺐ,
واﻻﺧﺮى ﻳﺴﺘﻌﻤﻞ اﻟﺒﺤﺚ ﺑﻄﺮﻳﻘﺔ اﻻﺹﺮﺡﻲ اﻟﻜﻤﻴﺔ ﻟﻜﻦ ﺑﻄﺮﻳﻘﺔ رﻡﺰ ﻥﺴﺒﺔ ﻡﺌﻮﻳﺔ
اﻟﻌﻤﻤﻴﺔ آﻤﺎ ﻳﻠﻲ :
=P x 100%
:ﻥﺴﺒﺔ ﻡﺌﻮﻳﺔ P
:اﻟﺘﻮاﺗﺮ ﻡﻦ ﻥﺴﺒﺔ ﻡﺌﻮﻳﺔ اﻟﺒﺤﺜﺔ F
: 100%رﻗﻢ اﻟﻤﻌﺎﻳﺮة
ﺡﻮال ﺑﺎﺡﺚ ﻟﺤﺼﻮل ﺹﺤﺔ اﻟﺒﻴﺎﻥﺎت ﻳﻜﻮن ﺑﺎﺳﺘﺨﺪام أﻥﻮاع اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ ,ﻡﻨﻬﺎ() :
ﺗﻤﺪﻳﺪاﻻﺷﺘﺮاآﻴﺔ(),اﻟﻤﺒﺎﺙﺮة ﻓﻲ اﻟﻤﺮاﻗﺒﺔ() ,اﻟﺘﺜﻠﻴﺐ ﻓﻲ اﻟﻤﺼﺎدر واﻟﻤﻨﻬﺞ
إن هﺬا اﻟﺒﺤﺚ ﻳﺨﺮج ﻡﻼﺡﻈﺔ آﻤﺎ ﻳﻠﻲ:
اﻟﺘﻨﻮع ﻓﻲ اﺗﺠﺎهﺎت اﻟﻄﻠﺒﺔ ,اﻟﻤﺤﻜﻤﺔ اﻟﻌﺎدة ﻟﻬﺬا اﻟﺒﺤﺚ ﻳﺤﻤﻞ ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ أ-
ﻋﻠﻰ ﻡﻜﺎن اﻟﺒﺤﺜﺔ ﻋﻠﻰ ﻡﺎزل إﻳﻤﺎن اﻟﻄﻠﺒﺔ ﺿﻌﻒ ﻓﻴﻪ وﺷﻚ ﻓﻲ ﺷﺨﺺ اﻟﻄﻠﺒﺔ
ﻻﻥﻪ ﻓﻲ زﻡﺎن ﺗﺒﺪﻳﻞ ﺑﻤﻌﻨﻰ ﻻ ﻳﺘﺮك وﻟﻮ آﺎن ﻓﻲ دهﻦ اﻟﻄﻠﺒﺔ اﻟﻘﻮّة اﻟﻐﺎﺋﺒﺔ اﻟﺘﻲ
ﻳﺮﺗّﺐ ﺑﻴﺌﺔ او ﻡﻨﻬﺎج اﻟﺤﻨﻜﺔ ﻋﻦ ﺿﻌﻒ اﻟﻌﻘﻠﻴﺔ ,ﻟﺬﻟﻚ ﻳﺴﺒﺒﻬﻢ ﻗﺒﻞ ان ﻳﺴﺘﻌﺮ
ﺑﺤﺎﺿﺮ اﷲ ﻓﻲ ﺡﻴﺎﺗﻪ.ﻓﺄآﻤﻞ أﻥﻮاع ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔهﻲ :
.1ﺗﻨﻮع ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻷداء اﻟﺼﻼة ﻓﻲ وﻗﺖ اﺳﺘﻤﺎع اﻷذن وهﻲ ، ٪ 93.6
اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﺷﻌﺮوا ﺑﺎﻟﻤﺘﻮﺳﻂ ٪ 6.4واﻟﺘﻲ ﻟﻢ ﺗﺤﺮك ﻗﻠﺒﻪ ٪ 0.0
.ﺗﺤﺮك ﻗﻠﻮب اﻟﻄﻠﺒﺔ ﻓﻲ وﻗﺖ اﺳﺘﻤﺎع اﻷذﻥﻴﻈﻬﺮ أن ﻟﻠﻄﻠﺒﺔ ﻡﻌﺮﻓﺔ ﻋﻦ وﺟﻮب
أداء اﻟﺼﻼةاﻟﺘﻲ آﺎﻥﺖ واﺟﺒﺔ ﻟﻬﻢ وﻟﻜﻦ ﻡﻌﺮﻓﺔ اﻻﺗﺠﺎهﺎت ﻻ ﻳﻀﻤﻦ أي
ﺷﺨﺺ ﻋﻠﻰ ﺡﻔﻆ ﺹﻠﻮاﺗﻪ وﻳﻤﻜﻦ اﻟﻤﻼﺡﻈﺔ ﻡﻦ اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﻤﺎرﺳﻮن
ﺑﺎﻥﺘﻈﺎم ﺹﻠﻮاﺗﻬﻢ ,%54,5واﻟﺬﻳﻦ ﻳﺆدون اﻟﺼﻼة ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن
,%25,5واﻟﺬﻳﻦ ﻟﻢ ﻳﺆدوا اﻟﺼﻼة .%20,0واﺹﻠﺖ ﻡﻊ اﺗﺴﺎق اﻟﻤﻮاﻗﻒ
ﻟﻠﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺴﺘﻘﻴﻤﻮن اﻟﺼﻼة ﻓﻲ وﻗﺖ اﻟﻤﺸﻐﻮل ، ٪ 40.9واﻟﺬﻳﻦ ﻳﺆدون
اﻟﺼﻼة ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن ، ٪ 21.8و واﻟﺬﻳﻦ ﻳﻨﺴﻮن ﻟﻘﻴﺎم اﻟﺼﻼة 37.3
. ٪ﻳﻤﻜﻦ اﻟﺨﻠﻮص إﻟﻰ أن اﻟﻄﻠﺒﺔ ﻟﻴﺴﺖ ﻟﻬﻢ ﻃﺒﻴﻌﺔ اﻻﺳﺘﻘﺎﻡﺔ ﻓﻲ أداء اﻟﺼﻼة ،
اﻥﻬﺎ ﻻ ﺗﺰال ﺗﺘﺄﺙﺮ ﺑﻌﻮاﻡﻞ ﻡﺨﺘﻠﻔﺔ ﻓﻲ ﺑﻴﺌﺘﻬﻢ ،وﻥﻘﺺ اﺷﺮاف اﻟﻮاﻟﺪ ﻓﻲ اﻟﺒﻴﺖ
ﻳﺴﺒﺐ ﻋﺪم اﻟﺸﻌﻮرﺑﺎﻟﺬﻥﺐ ﻋﻨﺪ ﺗﺮك اﻟﺼﻼة.
.2ﺗﻨﻮع ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻓﻲ اﻟﺪﻋﺎء ﻻﻇﻬﺎر ﻡﺸﺎﻋﺮ اﻟﻄﻠﺒﺔ ﻓﻲ اﻟﺪﻋﺎء ورأى
٪ 89.1ﺳﻌﻴﺪة ﻟﻠﺪﻋﺎء ٪ 10.9 ،اﻟﺬﻳﻦ ﻳﺪﻋﻮن ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن و اﻟﺬﻳﻦ ﻟﻢ
ﻳﺪﻋﻮا .٪ 0.0ﺟﺪﻳﺔ اﻟﻄﺎﻟﺐ ﻡﻦ هﺬا اﻟﻌﺮض أن ﻟﺪﻳﻬﻢ اﻟﻤﻌﺮﻓﺔ واﻻﻋﺘﻘﺎد ﻓﻲ
واﺡﺪ اﻟﺬي هﻮ أﺑﻌﺪ ﻡﻦ ﻥﻔﺴﻪ اﻟﺬي ﻳﻨﻈﻢ وﺗﺤﻜﻢ اﻟﻜﻮن اﻟﻤﺎدي هﻮ اﷲ ﺳﺒﺤﺎﻥﻪ
وﺗﻌﺎﻟﻰ .اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺪﻋﻮن ﻋﻨﺪاﻃﻤﺌﻨﺎن اﻟﻨﻔﺲ ٪ 68.2اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺪﻋﻮن
ﻋﻨﺪاﻃﻤﺌﻨﺎن اﻟﻨﻔﺲ ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن، ٪ 18.2و ، ٪ 13.6اﺧﺘﺎرت ﻋﺪم
اﻟﺪﻋﺎء ﻋﻨﺪ اﻟﻬﺪوء ،ذاﻟﻚ ﻳﺪل ﻋﻠﻰ ﺷﻌﻮر أﻥﻔﺴﻬﻢ ﻡﻊ اﷲ ﺳﺒﺤﺎﻥﻪ وﺗﻌﺎﻟﻰ ،أن
اﷲ هﻮ اﻟﺴﻤﻴﻊ ,اﻟﺒﺼﻴﺮ ،واﻟﻘﺮﻳﺐ ﻟﻬﻢ .ﻻﺳﻴﻤﺎ ان ﺡﻮاﻓﺰاﻟﻄﻠﺒﺔ ﻓﻲ اﻟﺪﻋﺎء
ﺡﺴﻨﺔ ﻓﻲ اﻟﺪﻥﻴﺎ و ﻷﺧﺮة ٪ 72.7اﻟﺬﻳﻦ ﻳﺪﻋﻮن ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن ﺡﺴﻨﺔ ﻓﻲ
اﻟﺪﻥﻴﺎ و ﻷﺧﺮة ، ٪ 18.2اﻟﺬﻳﻦ ﻟﻢ ﻳﺪﻋﻮا .٪ 9.1وﺳﻴﻜﻮن وﺟﻮد ﺗﻘﺎرب
ﺗﺠﺮﺑﺔ روﺡﻴﺔ اﷲ ﺳﺒﺤﺎﻥﻪ وﺗﻌﺎﻟﻰ ﻟﺘﺸﺠﻴﻊ اﻟﻄﻠﺒﺔ ﻋﻠﻰ اﻟﺘﻌﺮف ﻋﻠﻰ ﻥﻘﺎط
اﻟﻀﻌﻒ وﻃﻠﺐ اﻟﻤﺴﺎﻋﺪة واﻟﺨﻼص ،وأﻥﻪ ﻻ ﻳﻮﺟﺪ ﺷﻲء ﻻ ﻳﻤﻜﻦ ﺡﻠﻬﺎ
ﺑﻮاﺳﻄﺔ اﻟﺘﻮﺳﻞ ﺑﺎﻟﺪﻋﺎء ﻟﻸﻡﻞ واﻟﻌﻮن ﻡﻦ اﷲ ﺳﺒﺤﺎﻥﻪ وﺗﻌﺎﻟﻰ.
.3ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻓﻲ ﻗﺮاءة اﻟﻘﺮﺁن هﻮ %6,36ﻃﻠﺒﺔ اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻥﻮﻳﺔ
اﻟﺤﻜﻮﻡﻴﺔ ﻡﻨﻐﻠﻴﻐﺎ دوﻡﻔﻮ ﻻﻳﺰاﻟﻮن ﻳﺘﻌﻠﻤﻮن ﻗﺮاءة اﻟﻘﺮﺁن %20,9 .اﻟﺬﻳﻦ
ﻳﺘﻌﻠﻤﻮن ﻗﺮاءة اﻟﻘﺮﺁن ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن %5,15 .اﻟﺬﻳﻦ ﻟﻴﺘﻌﻠﻤﻮا ﻗﺮاءة
اﻟﻘﺮﺁن .هﺬا أول اﻋﺘﺮاض ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻓﻲ اﻟﻘﺮﺁن ﻳﺒﺪء ﻡﻦ ﺷﻌﻮر إﻳﺜﺎرهﻢ
ﻟﺘﻌﻠﻢ اﻟﻘﺮﺁن ,ﺡﺘﻰ ﺗﻠﺪ اﻟﻤﻮاﻗﻒ أآﻤﻞ إﻟﻰ اﻟﻘﺮﺁن ﺑﻞ ﻳﺠﻠﺐ اﻳﺜﺎر اﻟﻄﻠﺒﺔ ﻓﻲ
ﻗﺮاءﺗﻪ .اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺤﺒﻮن ﻗﺮاءةاﻟﻘﺮﺁن %76,4اﻟﺬﻳﻦ ﻳﻘﺮؤوﻥﻪ ﺑﺸﻌﻮرﻋﺎدي
%5,5 %18,1اﻟﺬﻳﻦ ﻟﻢ ﻳﻘﺮؤواﻩ .ﻓﻀﻼ ﻓﻲ ﻗﺮاءةاﻟﻘﺮﺁن اﻟﻄﻠﺒﺔ ﻳﺨﺘﺎرون
اﻷوﻗﺎت اﻟﻤﻌﻴﻨﺔ,أآﺜﺮهﻢ ﻳﻘﺮؤوﻥﻪ ﺑﻌﺪ اﻟﺼﻼة ,%80,9اﻟﺬﻳﻦ ﻳﻘﺮؤوﻥﻪ ﺑﻌﺪ
اﻟﺼﻼة ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن ,%10,9و اﻟﺬﻳﻦ ﻟﻢ ﻳﻘﺮؤواﻩ .%8,2رأى اﻟﻄﻠﺒﺔ أن
ﻗﺮاءةاﻟﻘﺮﺁن هﻲ آﻤﺎل اﻟﻌﺒﺎدةاﻟﻴﺎﻟﻠﻬﻔﻴﻘﺮؤوﻩ ﻓﻲ آﻞ دﺑﺮ اﻟﺼﻼة .ﻡﻮاﻗﻒ
اﻟﻄﻠﺒﺔﻓﻲ ﻗﺮاءة اﻟﻘﺮﺁن اﺳﺘﻨﺎدا اﻟﻰ وﻋﻮي ﻗﻠﻮﺑﻬﻢ ﻟﻔﻬﻢ ﻡﻌﺎﻥﻲ اﻟﻘﺮﺁن وﻡﻤﺎرﺳﺘﻪ
,%59,1اﻟﺬﻳﻦ ﻳﻘﺮؤوﻥﻪ ﻟﻔﻬﻢ ﻡﻌﺎﻥﻴﻪ ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن ,%31,8و اﻟﺬﻳﻦ
ﻳﻘﺮؤوﻩ ﻟﻔﻬﻢ ﻡﻌﺎﻥﻴﻪ وﻡﻤﺎرﺳﺘﻪ .%9,1ﻓﻬﺬا اﻟﻮﻋﻲ ﻳﻈﻬﺮ ﻷن ﺁﻳﺎت اﻟﻘﺮﺁن
ﺗﺸﺠﻊ ﻓﻲ ﺗﻔﻜﺮ آﻠﻤﺎت اﷲ ,وﺳﻴﻌﺮﻓﻮن اﷲ ﺑﺄﻥﻔﺴﻬﻢ.و ﺁﻳﺎت اﻟﻘﺮﺁن ﺗﻠﺪت
اهﺘﺰازا روﺡﻴﺎ ﻓﻲ أﻥﻔﺴﻬﻢ.
.4أول ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻟﻤﻌﻠﻤﻴﻬﻢ هﻮ ﺡﺒﻬﻢ و اهﺘﺘﺎﻡﻬﻢ ﻟﻠﻤﻮﺿﻮع ﻓﻲ
ﻓﺼﻮﻟﻬﻢ,اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺤﺒﻮن ﺟﻤﻴﻊ اﻟﻤﻮاﺿﻊ ﻓﻲ اﻟﻤﺪرﺳﺔ ,%86,4ﺙﻢ %9,1
اﻟﺬﻳﻦ ﻳﺤﺒﻮن ﺑﻌﺾ اﻟﻤﻮاﺿﻊ ,اﻟﺬﻳﻦ ﻟﻢ ﻳﺤﺒﻮا ﺟﻤﻴﻊ اﻟﻤﻮاﺿﻊ .%4,5ﺡﺒﻬﻢ
إﻟﻰ اﻟﻤﻮاﺿﻊ ﻳﺴﺒﺐ ﻥﺸﺎط اﻟﻄﻠﺒﺔ ﻟﺤﻀﻮر ﻡﻮاﺿﻊ اﻟﻤﻌﻠﻤﻴﻦ اﻟﺬﻳﻦ ﻳﻌﻠﻤﻮﻥﻬﻢ ﻓﻲ
اﻟﻔﺼﻞ ﻋﺎﻟﻲ هﻮ ,%87,3واﻟﺬﻳﻦ ﻳﺤﻀﺮون ﺑﻌﺾ اﻟﻤﻮاﺿﻊ ,%10,0
واﻟﺬﻳﻦ ﻟﻢ ﻳﺤﻀﺮوا ﻡﻮاﺿﻊ اﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ اﻟﻔﺼﻞ ,%2,7ﻓﻄﺒﻌﺎ هﺬااﻟﻈﺮوف
ﺗﻔﻀﻲ ﺟﺪا ﻟﻌﻼﻗﺔ اﻟﻄﻠﺒﺔ واﻟﻤﻌﻠﻴﻦ .ﻋﻼﻗﺘﻬﻢ ﻟﻴﺲ ﻓﻲ اﻟﺘﻌﻠﻴﻤﻲ ﻓﻘﻂ وآﺬاﻟﻚ ﻓﻲ
اﻟﻌﺎﻃﻔﻲ.هﺬا دﻟﻠﺖ ﻡﻦ اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﻜﺮهﻮن ﻡﻌﻠﻤﻴﻬﻢ ﻡﺎزاد ﻡﻦ ,%2,7و
اﻟﺬﻳﻦ ﻳﻜﺮهﻮن ﻡﻌﻠﻤﻴﻬﻢ ﺑﻌﺾ اﻷﺡﻴﺎن ,%1,8وﻟﻢ ﻳﻜﺮهﻮا ﻡﻌﻠﻤﻴﻬﻢ .%95,5
ﻋﻼاﻗﺔ اﻟﻄﻠﺒﺔ واﻟﻤﻌﻠﻤﻴﻦ ﻻ ﻓﻲ اﻟﺘﻌﻠﻴﻤﻲ و اﻟﻌﺎﻃﻔﻲ ﻓﻘﻂ ﺑﻞ ﻋﻼﻗﺘﻬﻢ آﺬاﻟﻚ ﻓﻲ
اﻟﺮوﺡﻲ .هﺬا رُﺋﻲ ﻡﻦ ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔإذا ﻟﻘﻮا ﻡﻌﻠﻤﻴﻬﻢ ﻓﻲ اﻟﻔﺼﻞ ﻳﻔﺸﻮن اﻟﺴﻼم
وﻳﺸﻤﻮن أﻳﺪ َﻳﻬﻢ ,%80,0اﻟﺬﻳﻦ ﻳﻔﺸﻮن اﻟﺴﻼم وﻳﺸﻤﻮن أﻳﺪﻳَﻬﻢ ﻓﻲ ﺑﻌﺾ
اﻷﺡﻴﺎن ,%18,2واﻟﺬﻳﻦ ﻟﻢ ﻳﻔﺸﻮا اﻟﺴﻼم وﻳﺸﻤﻮا أﻳﺪﻳَﻬﻢ ﻡﺎ زاد ﻡﻦ .%1,8
.5ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻷﺹﺪﻗﺎﺋﻬﻢ ﺗﺪل أن اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺤﺒﻮن اﻟﻤﺼﺎﺡﺒﺔ ,%85,5
اﻟﺬﻳﻦ ﻳﺤﺒﻮن اﻟﻤﺼﺎﺡﺒﺔ ﺑﻌﺾ اﻷﺡﻴﺎن ,%11,8واﻟﺬﻳﻦ ﻟﻢ ﻳﺤﺒﻮا اﻟﻤﺼﺎﺡﺒﺔ
.%3ﻏﺮﻳﺰة ﻹﻥﺴﺎن هﻲ اﻟﻤﺼﺎﺡﺒﺔ وﻳﺤﺘﺎﺟﻮن إﻟﻰ اﻵﺧَﺮ ﻟﻴﻜﻮن ﺹﺎﺡﺒﺎ,
وﺹﺪﻳﻘﺎ واﻷﺧﻮة ﺑﻴﻨﻬﻢ ﻓﻲ اﻟﺤﻴﺎة ,و ﻓﻲ اﻟﻤﺼﺎﺡﺒﺔ ,اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺤﺘﻘﺮون
ﺹﺤﺎﺑﺘﻬﻢ آﺜﻴﺮا ,%3,6اﻟﺬﻳﻦ ﻳﺤﺘﻘﺮون ﺹﺤﺎﺑﺘﻬﻢ ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن
,%14,6و اﻟﺬﻳﻦ ﻟﻢ ﻳﺤﺘﻘﺮوا ﺹﺤﺎﺑﺘﻬﻢ .%81,8هﺬا ﻳﺪل ﻋﻠﻰ أن ﻟﻠﻄﻠﺒﺔ
اﻟﺘﺤﻜﻢ اﻟﻌﺎﻃﻔﻲ ﻓﻲ اﻷﺧﻮة واﻟﻤﺼﺎﺡﺒﺔ.ورُﺋﻲ ﻡﻦ اﻟﻄﻠﺒﺔ اﻟﺬﻳﻦ ﻳﺼﺒﺮون
اﺳﺘﻬﺰاء أﺹﺪﻗﺎﺋﻬﻢ ,%89,1اﻟﺬﻳﻦ ﻳﺼﺒﺮون ﻓﻲ ﺑﻌﺾ اﻷﺡﻴﺎن
,%,%31,8و اﻟﺬﻳﻦ ﻟﻢ ﻳﺼﺒﺮوا أو ردوا ﺳﺘﻬﺰاﺋﻬﻢ .%9,1ﻡﺴﺘﻮى ﺗﺤﻜﻢ
اﻟﻌﺎﻃﻔﻲ اﻟﻤﺴﺘﻘﺮ ﻳﻌﻄﻲ اﻟﺼﺒﺮ ﻋﻨﺪ ﻡﻮاﺟﻬﺔ ﻡﺴﺎﺋﻞ ﻟﻮﺟﻮد ﺟﻮاﻟﻘﻠﺐ اﻟﻤﺘﺤﻜﻢ.
و ذروة اﻟﺴﻠﻮك اﻻﺟﺘﻤﺎﻋﻲ وﺡﺎﺟﺔ اﻟﻄﻠﺒﺔ ﺑﻌﻀﻬﻢ ﻟﺒﻌﺾ ,ﺡﻴﻨﻤﺎ آﺎن ﻡﻨﻬﻢ
ﻡﺮﻳﻀﺎ ﻓﻠﻬﻢ ﻏﺮﻳﺰة ﻟﻌﻴﺎدﺗﻪ وﻟﻤﺴﺎﻋﺪﺗﻪ ,%50,9ﻟﻌﻴﺎدﺗﻪ وﻟﻤﺴﺎﻋﺪﺗﻪ أﺡﻴﺎﻥﺎ
,%30,0ﻋﺪم اﻟﻌﻴﺎدﺗﻪ واﻟﻤﺴﺎﻋﺪﺗﻪ ,%19,1اﺳﺘﺪﻻﻻ ﻟﻬﺬا إن أآﺜﺮ ﻃﻠﺒﺔ
ﻡﺪرﺳﺔ اﻟﺜﺎﻥﻮﻳﺔ اﻟﺤﻜﻮﻡﻴﺔ 1ﻡﻨﻐﻴﻠﻴﻮا دوﻡﻔﻮ ﻟﻬﻢ اﻷﺧﻼق اﻟﻜﺮﻳﻢ ﻷﺹﺪﻗﺎﺋﻪ
ﻡﻨﺎﺳﺒﺎﻟﻺﺳﻼم.
آﺎن ﺑﻨﺎء ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ ﻓﻲ وﻇﻴﻔﺔ اﻻﻳﻤﺎن واﻟﺘﻘﻮى ) (IMTAQﻳﺴﺘﺨﺪم ﻃﺮﻳﻘﺔ: ب-
)أ( ﻡﺨﻄﻄﺔ وﻇﻴﻔﺔ اﻻﻳﻤﺎن واﻟﺘﻘﻮى ﻗﺮﱢرت ﺑﻌﺪ اﺟﺘﻤﺎع اﻟﻤﻌﻠﻤﻴﻦ اﻟﻤﻨﻈّﻢ
ﺗﻘﺴﻴﻢ اﻟﻮﻇﻴﻔﺔ واﻟﺨﺼﺔ),ب( ﺗﻨﻈﻴﻢ ﻥﺸﺎط IMTAQﻳﺪل ﻋﻠﻰ أن ﻡﺪﻳﺮ اﻟﻤﺪرﺳﺔ
ﻟﻜﻮﻥﻪ أﻋﻠﻰ اﻟﻤﺪﻳﺮ ﻗﺪ ﺡﺼﻞ ﻓﻲ ﺗﺄﺙﻴﺮ ﻡﻌﻠﻢ اﻟﺪراﺳﺔ اﻻﺳﻼﻡﻴﺔ ﻟﻴﻨﻈّﻢ ﻥﺸﺎط
IMTAQﻓﻲ اﻟﻤﺪرﺳﺔ,وﻟﻜﻦ هﺬﻩ اﻟﺴﻠﻄﺔ ﻟﻤﺎ ﻳﻨﻔﺬﻩ ﻡﻌﻠﻢ اﻟﺪراﺳﺔ اﻻﺳﻼﻡﻴﺔ آﺎﻡﻼ
ﻷن ﻃﺎﻗﺘﻪ ﻟﺘﺄﺙﻴﺮ اﻵﺧﺮ ﻏﻴﺮ ﻗﺼﻮي .ﻟﻜﻮن ﺑﻌﺾ اﻟﻤﻌﻠﻤﻴﻦ اﻟﻤﺸﺘﺮآﻴﻦ ﻓﻲ
ﻥﺸﺎط ) .IMTAQت( وﻋﻤﻠﻴﺔ ﻥﺸﺎط IMTAQﻓﻲ ﺗﻨﻤﻴﺔ ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔهﻰ.1) :
ﻗﺒﻞ ان ﻳﺒﺪء ﻥﺸﺎط IMTAQاﻟﻤﻌﻠﻤﻮن اﻗﺘﺮﺡﻮا اﻟﻄﻠﺒﺔ ﻟﻴﺠﻠﺴﻮ ﻡﻨﻈﻤﺎ .2) .ﻗﺮاءة
اﻟﺼﻠﻮة واﻻﺳﺘﻐﻔﺎر ﺟﻤﺎﻋﺔ .3) .ﻗﺮاءة ﺳﻮرة ﻳﺲ ﺟﻤﺎﻋﺔ .4) ,اﻟﻘﺎء
اﻟﻤﺤﺎﺿﺮة .5) ,اﻟﺪﻋﺎء واﻟﻤﺼﻠﻔﺤﺔ ﺑﻴﻨﻬﻢ ,ﺙﻢ ﻳﺪﺧﻠﻮن ﻓﺼﻮﻟﻬﻢ ﻻﺷﺘﺮاك
اﻟﺪراﺳﺔ آﻤﺎ اﻟﻌﺎدة )ث( وﻡﺮاﻗﺒﺔ ﻥﺸﺎط IMTAQﻡﻊ ﺗﻨﻤﻴﺔ ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔﻡﻦ
اﻟﻄﻠﺒﺔ اﻥﻀﺒﺎط هﻲ:ﺗﻄﻮﻳﺮ اﻷﻥﺸﻄﺔ ﺑﺄﻥﻮاع ﻡﺪﻳﺮاﻟﻤﺪرﺳﺔ
واﻟﻤﻌﻠﻤﻮن,واﻟﺘﺸﺠﻴﻊ ﻟﻠﻄﻠﺒﺔ ﻟﻴﺴﺘﻌﺪوا ﻓﻲ اﺷﺘﺮاك ﻥﺸﺎط , IMTAQوﺗﺤﺴﻴﻦ
اﻟﺘﻨﺴﻴﻖ وﻡﺴﺆﻟﻴﺔاﻟﻤﻌﻠﻤﻴﻦ ﻓﻲ اﻟﻤﺪرﺳﺔ ,وﺗﺤﺴﻴﻦ ﻥﺴﺒﺔ ﻡﺌﻮﻳﺔ ﺡﻀﻮر اﻟﻄﻠﺒﺔ
اﻟﻤﻌﻠﻤﻴﻦ ﺑﺎﻟﺘﻨﻤﻴﺔ,أﻡﺎاﻻﺷﺮاف ﺑﺸﻜﻞ اﻟﻤﺮاﻗﺒﺔاﻟﻤﺒﺎﺷﺮة ﻓﻲ ﺟﻤﻴﻊ أﻥﺸﻄﺔ
اﻟﺘﻨﻤﻴﺔ ,ﺑﺎﻟﺘﺸﺠﻴﻊ ﻟﻠﻤﻌﻠﻤﻴﻦ ﻓﻲ ﺗﻨﻔﻴﺬ وﻇﺎﺋﻔﻬﻢ,وﺗﺤﺴﻴﻦ اﻥﻀﺒﺎط اﻟﻄﻠﺒﺔ ﻟﻴﻄﻴﻌﻮا
اﻟﻨﻈﺎم اﻹﺳﻼﻡﻴﺔ واﻟﻤﺠﺘﻤﻊ.
آﺎن دور اﻟﻤﺪرس ﻓﻲ ﺑﻨﺎء ﻡﻮاﻗﻒ اﻟﻄﻠﺒﺔ ﻡﺴﺘﻮﻳﺎت ﻓﻲ آﻞ وﻇﻴﻔﺔ اﻟﺒﻨﺎﺋﻴﺔ)(1 ت-
اﺗﺠﺎﻩ اﻟﻤﻌﻠﻢ دﺧﻞ اﻟﻔﺼﻞ أو ﺧﺎرﺟﻪ (2) ,ﺟﻌﻞ اﻟﺠﻮاﻟﺪﻳﻨﻲ (3),ﺗﺤﻀﻴﺮ
اﻷﺧﻼق ﻓﻲ اﻟﻤﺪرﺳﺔ ﺑﺎﻟﻨﻈﺎم اﻟﻤﻘﺮر ﻟﻠﻄﻠﺒﺔ ,آﺘﺎﺑﻴﺎ أو ﻏﻴﺮﻩ (4) ,اﺡﺘﻔﺎل ﻷﻳﺎم
اﻟﻌﻄﻠﺔ اﻻﺳﻼﻡﻴﺔ(5) ,أﻥﺸﻄﺔ اﻟﺘﻌﻠﻴﻢ اﻹﺿﺎﻓﻲ هﻮ اﻟﻜﺸﺎﻓﺔ ,وﻋﻤﻞ اﻟﺘﻔﺘﻴﺶ
اﻟﻤﻮﻗﻌﻲ),(OSISو (6) PMRاﻟﻤﻌﻬﺪ اﻟﺴﺮﻳﻌﻴﺔ ﻓﻲ رﻡﻀﺎن
ABSTRACT
Based on the background of the above study, the researcher is trying to focus on
these discussions in: (1) How is the students’ various attitude in the State of Senior High
School I Manggelewa Dompu NTB? (2) How is the guidance of students’ various
attitude in the State of Senior High School 1 Manggelewa Dompu NTB? (3) How is the
role of teacher in the guidance of students’ various attitude in the State of Senior High
School I Manggelewa Dompu NTB?
The method of research that will be done is using the descriptive method, and
qualitative approach. The technique of data collection that used are: (1) Interview, (2)
Observation, (3) Documentation (4) Questionnaire. In the data collection or information
that it research is using purposive sampling. In this research is using the data analysis of
interactive model Miles dan Hubermen that has three levels of analaysis that are: data
reduction, data display, conclusions: drawing/ verifying. Beside that, it is using the
technique of analysis and the technique of descriptiveve qqualitative although by the
simplest way and the tabulation of percentage formula as follows:
P= 100 %
Explanations:
P = Percentage
F = The Frequency that found it percentage
N = the Numbers of Frequency
100% = Numbers of standardsdization
The researcher effort to gain some validity of data can be done by some
techniques that are: (1) prolongation of participant, (2) perseverance of observation, (3)
Triangulasi of source and method.
a. The various attitude of students, generally in this research has showed the level of
students’ various attitude in the medium learned level that belief of students are still
not persistent, although in their heart they felt that there was the invisible strenght that
managed this universe and reasonable to be worshiped. More completely the various
attitudes of students as follow:
1. The various attitude of students to praying showed the students awareness to take
praying when they heard azan that are 93, 6%, whereas the students felt run of the
mill are 6,4% and they felt unmoved heart are 0,0%. It run heart when they heard
azan showed that the students has knowledge about application of praying that
commended for them. But, variety of knowledge not guaranteed someone to do
praying, it can be seen from students who continuously implicated it that are 54,
5%, that sometimes take praying that are 25,5 %, and that never take the praying
are 20,0%. Then by consistency of students attitude to take praying in their busy
time are 40,9%, who rarely to take praying are 21,8%, and who are consciously
do not take praying are 37,3%. It can be concluded that the students has not
consistency yet in praying, they are still influenced by some environment factors,
particularly their colleague. It also lack of control from parents in home because
them unfelt guilty to take praying.
2. The various attitude of students in praying showed their feeling in praying 89,1%
feel of happy in praying, 10,9% sometime take praying and never take praying
0,0%. Seriousness of students in praying showed that they have knowledge and
belief the existence of substance outside who arranged and command this
universe that is God almighty. Seriousness of students in praying at the time of a
cool mood 68, 2%, the students are sometimes praying at the time of cool mood
18,2%, and 13,6% decided to avoid praying when they are cool mood, showed the
existence of their feeling be one with the God, that God is the Great Hear, the
Great Look and really too close with them. Even the motivation of students
praying is to obtain welfare in the world and hereafter 72,7%, sometime they are
praying to safety in those 18,2%, and never to pray for safety in those 9,1%. The
existence of spiritual experience for his closeness with the God Almighty
supported them to admit their weakness and to ask the help and safety, that no one
cannot be solved that by praying and asking expectancy and help from the God.
3. The students attitude in reading Holy Qur’an showed, 63,6% students of the State
Senior High School 1 Manggelewa Dompu are always study to read the holly
Qur`an, 20,9% sometime study about those, and 15,5% are do not study for
reading holy Qur’an. It showed early of various attitude of students to the holy
Qur’an from feel of interested in Qur`an, so that it make more complete attitude
to the holy Qur`an even influence the attitude of students in reading holy Qur`an.
Those who are enjoyed to read th Qur`an 76,4%, sometimes only reading the
Qur`an 18,1%, and 5,5% who never read the Qur`an. Evenmore to read the
Qur`an they tend to choose certain times to read it, mostly they applicated it after
praying that are 80,9%, sometime they read the Qur’an after praying 10,9%, and
never to read it 8,2%. Reading the Qur`an is argued as continued praying to the
God Almighty so that they decide the time to read after praying. The students
attitude reading the Qur`an based on awareness appeared from their inside to
understand the contents of Qur`an and able to applicated it 59,1%, who are
reading to understand the contents of Qur`an 31,8%, and who are never to read
the Qur`an to understand and to implemented it 9,1%. This awareness appeared
because some verses of Qur`an support to thoughtfull the sayings of Allah, and
automatically will be know the God. In other case that verses of Qur`an created
pulsation of very deep soul to thems.
4. Starting from students attitude to their teacher is predilection or their interest on
lessons in the class, they are happy for all lessons in school 86,4%, furthermore
9,1% are sometimes or some lessons they liked and those who never feel happy
for all the lessons 4,5%. Their interest in the lessons cause their effectiveness to
participate the lessons in class is quitely high that are 87,3%, those who seldom
or just joined some lessons 10,0%, and who never to join lessons from the teacher
in class 2,7%. And of course, it condition is very under controlled for their
relation with teacher. The relation is not only in instructional relation, but also
emosional one. It proved that those who are hated their teacher only 2,7%, those
who hated in seldom are 1,8% and who never hated them 95,5%. It not only
instructional and emosional relation, even become spiritual relation between
students and teacher. It seem in students attitude when they met the teacher and
giving respect and shake their hand honestly 80,0%, those who are seldom dan
and shake the hand 18,2%. And who never to give respect and shake their hand
are ,8%.
5. The attitude of students in colleague showed students liked to make
communication with others are 85,5%, sometime liked to communicate and
sometime disliked to communicate with others 11,8%, and those who dislike to
communicate 3%. Human instinct is to make friend and need of others to be close
friend, and inter brotherhood with one who existed in their cycles of life. In
friendship, they are often to gibing 3,6%, and seldom to gibing 14,6%, and who
never to gibing their friends 81,8%. It showed that they have emotional control in
relation and friendship. It proved that when friend of them got some gibes so
others prefer to be patient 59,1%, rarely to be patient 31,8%, and who are never to
be patient or directly to response it 9,1%. Level of emotional control is stable
will be give patience to encounter each problems faced because they have
controlled mood. And the climax of social attitude of students and mutual need
are seem from their attitude in encountering friends who get sick and have instinct
to looked in and assist them 50,9%, sometime looked in or collected contribution
30,0%, and who never looked in and give contribution 19,1%. It showed that the
most students in the State of Senior High School 1 Manggelewa Dompu have
good attitude for their colleague deal with Islamic teaching.
b. The guidance of students various attitude in the activity of IMTAQ is using the system
of management that include (1) planning (2) organizing (3) implementation (4)
Monitoring, although in the implementation is vary simple one.
c. The role of teacher in the guidance of students’ various attitude has conducted
cohesively in some form of guidance activity.
KATA PENGANTAR
Al-Hamdulillah, segala puji dan syukur penulis panjatkan ke hadirat Allah SWT
yang berkat hidayah dan inayah-Nya penelitian yang berjudul, PERANAN GURU
DALAM PEMBINAAN SIKAP KEBERAGAMAAN SISWA DI SMA NEGERI 1
MANGGELEWA DOMPU NTB ini dapat diselesaikan. Shalawat dan salam dihaturkan
kepada junjungan Nabi Muhammad SAW.
Dan karena petunjuk-Nyalah berbagai pihak berkenan memberikan bantuan,
kemudahan dan bimbingan kepada penulis dalam menyelesaikan studi di Program
Pascasarjana UIN Maliki Malang, khususnya dalam menyelesaikan tesis ini. Karena itu
penulis sampaikan apresiasi dan menghaturkan terima kasih yang setulus-tulusnya
kepada semua pihak baik yang secara langsung maupun tidak langsung membantu,
terutama kepada :
1. Ayahanda, H. Ahmad H. Husen dan Ibunda Hj. St. Maryam H. Ali bagaikan
mata air inspirasi dalam kehidupan, yang tidak pernah kenal lelah memberikan
dukungan moril maupun materil sehingga peneliti dapat menyelesaikan tesis ini
tepat pada waktunya.
2. Ibu Hj. Djanibah sekeluarga di Jakarta, selaku mertua yang rela menyediakan
tempat tinggal kami sekeluarga selama menyelesaikan pendidikan.
3. Bapak Dr. H. Imam Tholkhah, selaku Direktur Pendidikan Agama Islam pada
Kantor Kementerian Agama Pusat yang telah memberikan kesempatan untuk
mengikuti program S2 beasiswa bagi guru PAI di seluruh Indonesia yang
bertempat di UIN Maliki Malang.
4. Bapak Prof. Dr. H. Imam Suprayogo, selaku Rektor UIN Maliki Malang
5. Bapak Prof. Dr. H. Muhaimin, MA., selaku Direktur Pascasarjana UIN Maliki
Malang.
6. Ibu Dr. Hj. Suti`ah, M. Pd, selaku ketua program studi Manajemen Pendidikan
Islam (MPI) Program Pascasarjana UIN Maliki Malang, sekaligus sebagai
Pembimbing I.
7. Bapak Dr. H. Rasmiyanto, M.Ag, selaku Pembimbing II
8. Para Dosen dan Staf Administrasi pada Program Pascasarjana UIN Maliki
Malang.
9. Istriku tercinta (Ida Fatmawati, SE) dan anakku tersayang, Muhammad Al-
Faatihah Matungga El Islami (Alief). Kedua putriku tercinta: Nurmadinatul Ilma
Putri Az-Zahrah (Putri), Adibah Zaujafun Sajidah (adibah). Yang rela
meninggalkan kampung halamannya menuju Jakarta agar lebih dekat lagi
memberikan motivasi, dukungan, dan pikiran dalam menyelesaikan tesis ini.
Semoga kita dapat membentuk keluarga sakinah mawaddah wa rahmah.
10. Saudara kandungku, Ir. Muh. Firdaus Asriadin sekeluarga, yang telah ikut
membantu menjaga dan mengawasi keluarga kami selama di Jakarta. Bapak
Syaiful Arif, M.Pd. sekeluarga, selaku kakak ipar yang telah membantu segala
urusan kami di Dompu.
11. Bapak Bambang Hermanto, S.Pd. M.BA, selaku Kepala SMA Negeri 1
Manggelewa Dompu
12. Bapak dan Ibu Guru, Tata Usaha dan Siswa-Siswi di SMA Negeri 1 Manggelewa
Dompu – NTB serta semua pihak yang telah membantu pelaksanaan penelitian,
sampai selesai penulisan tesis ini.
13. Teman dan sahabatku semuanya di Program Pascasarjana UIN Maliki Malang
Prodi MPI angkatan 2008 yang tidak terlupakan, khususnya kepada: Kakanda
Drs. Hasanuddin, Drs Syahbuddin, Drs Bajher Kamahi dan rekan sekamar Abdul
Munawar, S.Ag, yang telah banyak membantu penyelesaian tesis ini.
14. Seluruh Staf Ma’had Sunan Ampel Al-‘Aly terutama Mabna Al-Ghazaly yang
telah memberikan penginapan kepada kami selama menyelesaikan pendidikan.
Penulis sangat menyadari bahwa tesis ini masih sangat sederhana, karena itu
saran dan kritik yang konstruktif senantiasa diharapkan untuk kesempurnaan penulisan.
Dan penulis berharap semoga karya ini dapat bermanfaat bagi para pembaca dan
khususnya bagi penulis.
Akhirnya kepada Allah penulis berdo`a semoga segala bantuan dan
dukungannya menjadi amal sholeh di sisi-Nya, amin.
AKMALUDDIN
DAFTAR ISI
Hlm
HALAMAN SAMPUL i
HALAMAN JUDUL ii
LEMBAR PERSETUJUAN iii
PERNYATAAN KEASLIAN iv
LEMBAR PERSETUJUAN DAN PENGESAHAN TESIS v
ABSTRAK vi
KATA PENGANTAR x
DAFTAR ISI xii
DAFTAR TABEL xvi
DAFTAR GAMBAR xvii
DAFTAR LAMPIRAN xviii
MOTTO xix
PERSEMBAHAN xx
BAB I PENDAHULUAN
A. Konteks Penelitian-------------------------------------------------------------------- 1
B. Fokus Penelitian dan Rumusan Masalah------------------------------------------ 15
C. TujuanPenelitian --------------------------------------------------------------------- 15
D. Manfaat Penelitian ------------------------------------------------------------------- 16
E. Definisi Istilah ------------------------------------------------------------------------ 16
1. Definisi Istilah ------------------------------------------------------------------- 16
2. Ruang lingkup ------------------------------------------------------------------- 19
F. Penelitian Terdahulu ----------------------------------------------------------------- 20
G. Sistematika Penulisan Penelitian --------------------------------------------------- 23
B. Paparan Data
1. Sikap Keberagamaan Siswa --------------------------------------------------- 143
a. Sikap Keberagamaan Siswa terhadap Ibadah Shalat ----------------- 143
b. Sikap Keberagamaan Siswa dalam Berdoa ----------------------------- 150
c. Sikap Keberagamaan Siswa dalam Membaca Al Qur`an -------------- 152
d. Sikap Keberagamaan Siswa kepada Guru ------------------------------- 156
e. Sikap Keberagamaan Siswa kepada Teman ----------------------------- 161
2. Pembinaan Sikap Keberagamaan Siswa di SMAN 1 Manggelewa------- 164
a. Manajemen Pelaksanaan Program Kegiatan IMTAQ-------------------- 164
1) Perencanaan Kegiatan IMTAQ------------------------------------------ 164
2) Pengorganisasian Kegiatan IMTAQ ----------------------------------- 166
3) Pelaksanaan IMTAQ------------------------------------------------------ 170
4) Pengawasan Kegiatan IMTAQ ------------------------------------------ 178
(a) Kendala-kendala dalam Pelaksanaan Kegiatan IMTAQ ---------- 180
(b)Upaya-upaya yang dilakukan dalam Pelaksanaan Kegiatan IMTAQ 184
3. Peran Guru Dalam Pembinaan Sikap Keberagamaan Siswa -------------- 186
a. Pengarahan Guru ------------------------------------------------------------ 188
b. Penciptaan Susasana Religius ---------------------------------------------- 190
c. Pembudayaan Ber-etika Baik di Sekolah --------------------------------- 192
d. Peringatan Hari Besar Islam (PHBI) -------------------------------------- 194
e. Kegiatan Ekstra Kurikuler ------------------------------------------------- 196
f. Kegiatan Pesantren Ramadhan--------------------------------------------- 197
C. Temuan Penelitian -------------------------------------------------------------------- 199
BAB V PEMBAHASAN
BAB VI PENUTUP
A. Kesimpulan -------------------------------------------------------------------------- 275
B. Saran-saran --------------------------------------------------------------------------- 280
TABEL HAL
4.1. Data sarana prasarana sekolah 138
4.2. Keadaan tenaga guru 139
4.3. Keadaan siswa dan siswa 140
4.4. sikap siswa mendengarkan adzan 143
4.5. sikap siswa terhadap ibadah shalat 145
4.6. Sikap konsisten siswa melaksanakan shalat 146
4.7. sikap siswa melaksanakan shalat 147
4.8. Sikap siswa melaksanakan shalat 147
4.9. Motivasi siswa melaksanakan shalat 148
4.10. Perasaan siswa melaksanakan shalat 149
4.11. Sikap siswa dalam berdoa 150
4.12. Sikap berdoa siswa setelah shalat 151
4.13. Saat siswa berdoa 151
4.14. Motivasi siswa berdoa 152
4.15. Sikap siswa belajar membaca Al Qur`an 152
4.16. Sikap siswa membaca Al Qur`an 153
4.17. Sikap siswa membaca Al Qur`an setelah shalat 154
4.18. Motivasi siswa membaca Al Qur`an 154
4.19. Sikap siswa pada mata pelajaran 156
4.20. Sikap siswa mengikuti pelajaran di kelas 157
4.21. Sikap siswa berkomunikasi dengan guru 158
4.22. Sikap benci siswa kepada guru 158
4.23. Sikap siswa bertemu dengan guru yang mengajar di kelasnya 159
4.24. Sikap siswa bertemu dengan guru yang tidak mengajarnya 160
4.25. Sikap siswa bergaul dengan temannya 161
4.26. Sikap siswa bergaul dengan temannya 161
4.27. Sikap siswa dalam mengejek temannya 162
4.28. Sikap siswa menerima ejekan temannya 163
4.29. Sikap solidaritas siswa 163
DAFTAR GAMBAR
GAMBAR HAL
Hidup sempurna
dengan akhlaq mulia.
PERSEMBAHAN