STRATEGI GURU AKIDAH AKHLAK DALAM PEMBINAAN AKHLAKUL KARIMAH SEBAGAI PENCEGAHAN KENAKALAN SISWA DI MI MA'ARIF GIRILOYO II BANTUL PERSPEKTIF PEMIKIRAN Al-GHAZALI

Lathifatul Maghfiroh, NIM.: 22204012074 (2024) STRATEGI GURU AKIDAH AKHLAK DALAM PEMBINAAN AKHLAKUL KARIMAH SEBAGAI PENCEGAHAN KENAKALAN SISWA DI MI MA'ARIF GIRILOYO II BANTUL PERSPEKTIF PEMIKIRAN Al-GHAZALI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Al-Ghazali is a giant in Islamic thought, whose influence still looms centuries after his passing. Looking at issues of student misconduct that persist in the educational realm, as seen in the environment of MI Ma'arif Giriloyo II Bantul, teachers' strategies in moral education play a crucial role in addressing various challenges, including student misbehavior. This research aims to assess the quality of the strategies employed by Akidah Akhlak teachers in dealing with student misconduct. This study utilizes qualitative research with a perspective rooted in Al-Ghazali's thought. Data collection involved observations at MI Ma'arif Giriloyo II Bantul, interviews with the school principal, one Akidah Akhlak teacher, five fifth-grade students, and the fifth-grade teacher, as well as documentation using recording devices, notebooks, pens, and other tools. The collected data was then discussed, analyzed, interpreted, and summarized descriptively. Data validity was ensured through triangulation techniques, source triangulation, and temporal triangulation. Research results show that the strategies of teachers in teaching Islamic faith and morals to address students' misconduct involve teaching and habituation stages in schools. (1) Forms of student misconduct include insulting or bullying peers, fighting or using harsh language, smoking, dating, and watching adult videos. Factors underlying student misconduct and factors inhibiting student misconduct are critical considerations. (2) Strategies employed by teachers in Islamic faith and morals education encompass interactive learning, student development strategies, teaching and exemplary strategies, humanistic approaches, and monitoring strategies. (3) The implementation of teachers' strategies in Islamic faith and morals education focuses on teaching students to respect, honor, and show care for one another. It involves providing advice, fostering exemplary morals through religious collaborative activities with parents, administering punishments, and offering extracurricular activities based on religion. (4) Implications and challenges in implementing strategies to cultivate noble morals in students include the existence of moral authority in schools, fostering empathy, student self-awareness, self-control, and parental involvement. Teachers face internal challenges and external obstacles in this endeavor.

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