PERILAKU SOSIAL KEAGAMAAN DAN PROFESIONALITAS GURU SERTA RELASI ANTAR KEDUANYA MADRASAH MU’ALLIMIN KUBU ROKAN HILIR

Asmuri, NIM. 10.35.022/S3 (2019) PERILAKU SOSIAL KEAGAMAAN DAN PROFESIONALITAS GURU SERTA RELASI ANTAR KEDUANYA MADRASAH MU’ALLIMIN KUBU ROKAN HILIR. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is conducted at Madrasa (Islamic school) Mu'allimin in Kubu Sub-district of RokanHilir District, one of the areas that is still thick with traditional religion and commonly carrying out suluk (taking the path spiritually to God) activities. This study answers three main problems concerning, i.e., the social behavior of the teacher religion, the pattern of professional behavior that the teacher encourages in learning activities in the classroom, and relations between the two in MadrasaMu'allimin. This study uses a qualitative approach, to find the meaning of symbols of teacher behavior related to social religion and professionalism of teachers in the madrasa. The major theme of this study relates to the role of religion in social reality. In the context of this research, the role of religion is manifested through the teacher social and religious behavior, while the social reality is the teacher professionalism. Through this approach, the author tries to examine and explore more deeply the teacher professionalism, especially on the practice of learning carried out in the classroom and its relevance to socio-religious behavior as one of the determinant factors that influences education in madrasa. Therefore, the author uses interview data collection techniques, direct observation, and documentation, with interactive model data analysis. This study obtains two major findings. First, teacher socio-religious behavior seen from the aspect of practice is more characterized by symbolic-formalist religion, seen from the aspect of construction of religious knowledge categorized as textual-normative religious and cultural religious knowledge. Meanwhile, seen from the aspect of attitude and view towards modernization (renewal), it is grouped to traditionalist-conservative and traditionalist-modernist religions. Second, the professional behavior of the Mu'allimin madrasa teachers in practice is categorized into three patterns, i.e., very professional, professional, and less professional. Mapping the teacher's professional behavior is inseparable from the socio-religious behavior of the teachers in which it has become a paradigm in interpreting their religion and profession as a teacher. In this study there are at least two types of relations of socio-religious behavior to the professionalism of teachers, as follows: First, it is social-religious behavior as a barrier (conflict) to the professionalism of teachers. The style of this relationship is presented by those whose religious and social behavior is traditionalist-conservative. This religious paradigm tends to reject and even oppose the values of renewal (progress) including relating to the duties and responsibilities of their profession as a teacher. Consequently, their behavior as a teacher is classified as professional in the sense of being stagnant (not experiencing an increase) and some even classified as less professional. The demands of institutions or governments that should be able to encourage and enhance their professionalism are carried out as formalities of ansich.

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