Raudhah Proud To Be Professionals : Jurnal Tarbiyah Islamiyah

PERAN GURU AL-ISLAM DALAM PEMBINAAN MORAL PESERTA DIDIK DI SMA PLUS MUHAMMADIYAH NATAR

fajri Husaini — 2026-09-05

The moral crisis among students in the era of globalization is marked by declining discipline, weakening respect toward teachers, dishonesty, and misuse of social media. This study analyzes the role of Al-Islam teachers in addressing the moral crisis among students at SMA Plus Muhammadiyah Natar, South Lampung, the forms of moral coaching carried out, and the supporting and inhibiting factors. The study used a qualitative descriptive approach involving 11 purposively selected informants from grade XI students and school personnel. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model and validated through source and method triangulation. The findings show that Al-Islam teachers act as educators, mentors, motivators, role models, supervisors, and evaluators. Moral coaching is implemented through exemplary conduct, structured religious habituation, personal and persuasive guidance, discipline enforcement, and reinforcement of Islamic moral values. Supporting factors include school commitment, parental support, a religious environment, and structured programs, while inhibiting factors include peer influence, uncontrolled social media use, limited family supervision, and low student self-awareness. The novelty of this study lies in its integrative model linking the multidimensional roles of Al-Islam teachers with contextual moral-coaching strategies in a Muhammadiyah-based school, an intersection that previous studies have largely examined separately.

MOTIVASI BELAJAR SISWA KELAS V PADA PEMBELAJARAN PAI DI SDN 3 MERAK BATIN NATAR

Hery Syaputra — 2026-08-23

Learning motivation is crucial to the success of Islamic Religious Education (PAI) instruction, yet fifth-grade students at SDN 3 Merak Batin Natar, South Lampung, showed signs of low motivation, including limited participation and quick boredom. This study describes fifth-grade students' PAI learning motivation using six indicators from Hamzah B. Uno's theory. A quantitative descriptive design was used with total sampling of 67 students. Data were collected through a 24-item Likert questionnaire and analyzed with descriptive percentage statistics against an ideal categorization (Mi ± n.SDi). Of 24 items, 21 were valid (r-count > 0.240) and reliable (Cronbach's Alpha = 0.842, very high). Results show most students (56.7%) had very high motivation, 29.9% high, and 13.4% moderate; none scored low. The strongest indicator was future hopes (89.4%), the weakest was desire to succeed (78.7%), indicating an overall positive motivation profile.

PENERAPAN PROGRAM SHOLAT DHUHA DALAM MEMBENTUK AKHLAK SISWA SMA MUHAMMADIYAH KOTA PAGARALAM

Niti Susanti — 2026-09-10

The implementation of the Dhuha prayer program at Muhammadiyah High School in Pagaralam City aims to introduce sunnah worship, instill discipline, and shape students' morals comprehensively amidst the moral degradation challenges of the modern era. This field research utilizes a descriptive qualitative method to provide an in-depth analysis of the phenomenon. Data were collected through non-participant observation (specifically during the "Sabtu Ceria" program), in-depth purposive interviews with two key informants and comprehensive documentation. The data were analyzed using the Miles and Huberman interactive model. The results indicate that the Dhuha prayer routine effectively shapes students to be more disciplined, polite, and respectful towards teachers, while significantly reducing negative behaviors such as peer bullying. This routine acts as a habituation mechanism that internalizes time management and as a riyadhah that trains self-control and suppresses adolescent ego. The gratitude aspect of the prayer fosters empathy and contentment. The main supporting factors are the robust synergy among the principal, teachers, parents, and the availability of mosque facilities. Obstacles, such as a lack of discipline among a few students and external factors like traffic, are managed through persuasive, educational approaches rather than corporal punishment. Teachers play as instructors, but as holistic role models and facilitators in cultivating noble morals.

PERAN GURU DALAM MEMBENTUK SIKAP SOSIAL SISWA MELALUI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DI SMK PGRI KOTA PAGAR ALAM

Khoironisa Rahmasari — 2026-09-13

This study aims to explore the role of teachers in shaping students' social attitudes through the Pancasila Student Profile Strengthening Project (P5) and identify its supporting and inhibiting factors at SMK PGRI Pagar Alam City. Based on initial observations, challenges related to low communication skills, lack of discipline, and lack of mutual respect between students were found. This study used a qualitative descriptive approach (field research). The research subjects were selected through a purposive sampling technique involving 5 key informants: Principal, Curriculum Waka, Student Waka, Driving Teacher, and PAI Teacher. Data collection was carried out through non-participant observation (with indicators of mutual cooperation and 5S attitudes), structured interviews, and documentation. The credibility of the data was tested through triangulation of sources, and analyzed using data reduction, data presentation, and conclusion drawn. The findings showed positive developments in students' social attitudes. Teachers play a mechanistic role as role models, facilitators, and supervisors in P5 activities. Supporting factors include collaboration between teachers and support for school facilities, while the main inhibiting factors are limited facilities and uncertain weather conditions, which are successfully overcome through coordination of schedules between schools in the same environment.

ANALISIS KONSEP PENDIDIKAN AKHLAK DALAM UPAYA MENGATASI DEKADENSI MORAL GENERASI MUDA (STUDI KEPUSTAKAAN)

Muhamad Arya Pratama — 2026-09-23

This study is motivated by the rising moral decadence among young people, particularly senior high school students, marked by a surge in bullying and violence cases and a weakening of self-control, while modern education remains oriented toward cognitive achievement and has yet to address the root problem of moral-spiritual formation. The novelty of this study lies in its attempt to comparatively synthesize the moral-education thought of four Islamic scholars into a single integrative conceptual framework, rather than merely describing each figure's thought separately. The four thinkers were purposively selected to bridge classical and Indonesian-contextual perspectives on akhlak: Al-Ghazali and Ibn Miskawaih represent the classical Islamic tradition of soul purification and rational habituation, while Buya Hamka and K.H. Hasyim Asy'ari represent Indonesian Muslim scholars who contextualized moral education within Indonesia's social, cultural, and educational realities. The study employs a qualitative library-research approach, with data analyzed through descriptive-analytical, comparative, and conceptual-synthesis techniques. The synthesis indicates that all four thinkers place the purification and cultivation of the human soul at the root of moral behavior, despite differing methodological emphases. Based on this synthesis, the study proposes a conceptual Integrative-Critical Model of Moral Education comprising four continuous stages: a foundation of purifying the heart and rectifying intention, prevention through self-protection from negative influences, a process of cultivating reason and habituating positive behavior, and an outcome of moral integrity reflected in modesty and self-dignity (al-haya'). It is important to emphasize that this model is a conceptual construct derived from literature synthesis rather than an empirically tested model, and it therefore requires further empirical validation. The study concludes that the moral reconstruction of young people can only be achieved by making adab (moral conduct) an absolute prerequisite before the transfer of knowledge, supported by protective synergy among the family, school, and community.