POLA INTERAKSI SOSIAL PADA SISWA BERPRESTASI DI MI AL-ISLAM GIWANGAN YOGYAKARTA

Mikyal Hardiyati, NIM. 18204080018 (2020) POLA INTERAKSI SOSIAL PADA SISWA BERPRESTASI DI MI AL-ISLAM GIWANGAN YOGYAKARTA. Masters thesis, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA.

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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.

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