@mastersthesis{digilib39592,
           month = {May},
           title = {POLA INTERAKSI SOSIAL PADA SISWA BERPRESTASI
DI MI AL-ISLAM GIWANGAN YOGYAKARTA},
          school = {UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA},
          author = {NIM. 18204080018 Mikyal Hardiyati},
            year = {2020},
            note = {Dr. Sabarudin, M.Si},
        keywords = {Social Interaction, Student Achievement},
             url = {https://digilib.uin-suka.ac.id/id/eprint/39592/},
        abstract = {Humans as social creatures which means requires the existence of others
through interaction with the social environment. School as a formal educational
institution is a social environment consisting of principals, teachers, employees,
and students having their respective roles and duties. Students Students are
grouped into their respective classes according to their age and abilities. Social
strata and social groupings affect interactions between students, such as
differences in intelligence, economics, and social status. Researchers focus on
social interaction on high-achieving students because intelligence influences a
person's personality.
The research approach used is an analytical descriptive using a qualitative
approach. Data collection techniques used include observation, interviews, and
documentation.
The results of the research that have been carried out the show: First, the
form of social interaction collaboration shown by high achieving students in
several madrasa activities, especially in the learning process and madrasa breaks.
Students excel in solving problems with their friends by compromising and the
teacher as a mediator. Forms of associative interaction in the form of assimilation
by playing together in harmony and mingling together between class III students
without distinguishing one another. Competition among high achieving students
includes competition in academic matters and competition between groups of
friends. Contravention and conflict are caused by differences in character, causing
feelings of dislike and conflict between groups of friends. Second, rational
instrumental social action in the form of high achieving students studying or
school has the goal to be smart and the purpose of making friends with other
students because they knowingly need others. Value-oriented rational social
actions are implemented in the midday prayer activities and the students' habit of
keeping clean by throwing trash in their place. Traditional social action is shown
when students meet with the teacher directly shaking hands and approaching the
teacher and shaking activities between students at the morning apple event.
Affective action is shown by high achieving students learning to realize their ideas
and influenced by high expectations from parents.}
}