PEMBINAAN KEAGAMAAN MELALUI ROHIS PADA SISWA SMK BINA INSAN SIAK HULU

Raisah Hani, NIM.: 23200012048 (2026) PEMBINAAN KEAGAMAAN MELALUI ROHIS PADA SISWA SMK BINA INSAN SIAK HULU. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The weakening of religious awareness among adolescents due to modernization, coupled with the technical and practical nature of vocational high schools (SMK), has resulted in religious guidance through the intracurricular pathway not yet being fully effective. This study aims to analyze the strategies, implementation processes, as well as the results and impacts of religious guidance through the Rohis on the religiosity of students at SMK Bina Insan Siak Hulu. The study employs a qualitative approach with data collection methods including observation, in-depth interviews, and documentation. This study examines: (1) strategies for religious guidance through the Rohis club at SMK Bina Insan Siak Hulu, (2) the implementation process, and (3) the results and their impact on students’ religiosity. The main argument of this study is that Rohis, as an Islamic extracurricular forum, serves as an instrument for intensive, structured religious guidance that has a tangible impact on students’ vocational character. The research findings indicate that religious guidance through Rohis is implemented via four primary strategies: the peer-mentoring approach, habituation, participatory methods, and teacher role modeling. The implementation process is structured into planning, execution, and evaluation stages, through activities such as congregational Dhuha prayer, Quran memorization circles (halaqah tahfidz), Islamic studies, religious talks (kultum), and Quran recitation (tadarus). The impact of the development was analyzed using Glock and Stark’s five dimensions of religiosity: belief, religious practice, experience, religious knowledge, and social consequences. A significant increase was found across all these dimensions simultaneously. From an Educational Psychology perspective, this process of internalizing values occurs through mechanisms of observation, imitation, and changes in students’ cognitive, affective, and psychomotor domains. This study concludes that the maturity of the dimensions of religiosity formed through Rohis flows integrally into students’ work orientation and ethos in terms of honesty, discipline, trustworthiness, and a strong work ethic. This is formulated as the original concept of “vocational religiosity” as the tangible manifestation of the “insan kamil” (the perfect human being) in the context of contemporary vocational education.

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