Pengembangan budaya disiplin pada Lembaga Pendidikan Islam: Studi Multisitus pada MTsN Tunggangri Kecamatan Kalidawir Kabupaten Tulungagung, MTsN Tulungagung, dan MTsN 2 Kota Kediri

Anam, Khoirul (2013) Pengembangan budaya disiplin pada Lembaga Pendidikan Islam: Studi Multisitus pada MTsN Tunggangri Kecamatan Kalidawir Kabupaten Tulungagung, MTsN Tulungagung, dan MTsN 2 Kota Kediri. Doctoral thesis, Universitas Islam Negeri Maulana Malik Ibrahim.

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Abstract

ABSTRAK

Setiap lembaga pendidikan yang sukses pasti memiliki budaya yang baik, salah satunya adalah budaya disiplin. Menurut teori tiga langkah Kurt Lewin, untuk mengembangkan budaya disiplin diperlukan beberapa langkah : unfreezing (pencairan), movement (pergerakan), dan refreezing (pembekuan).

Penelitian ini bertujuan untuk menemukan : (1) langkah-langkah pengembangan budaya disiplin, (2) peran warga madrasah dalam pengembangan budaya disiplin, dan (3) upaya mengeliminir resistensi pengembangan budaya disiplin dengan lokasi penelitian di Madrasah Tsanawiyah Negeri Tunggangri Kecamatan Kalidawir Kabupaten Tulungagung, Madrasah Tsanawiyah Negeri Tulungagung, dan Madrasah Tsanawiyah Negeri 2 Kota Kediri.

Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multi situs. Pengumpulan data menggunakan: wawancara mendalam, observasi partisipan, dan dokumentasi. Data yang terkumpul diorganisasi, ditafsir dan dianalisis secara berulang-ulang, baik analisis setiap situs maupun analisis lintas situs guna menyusun konsep dan abstraksi temuan penelitian. Kredibilitas data dicek dengan prosedur triangulasi, pengecekan anggota, diskusi teman sejawat. Sedangkan dependabilitas dan konfirmabilitas data dilakukan oleh para pembimbing sebagai dependent auditor.

Temuan penelitian secara keseluruhan adalah sebagai berikut: Pertama, Langkah-langkah pengembangan budaya disiplin dilakukan dengan lima tahapan: (1) Membangun desire of change yang dilandasi nilai transendent/religius, tantangan eksternal, dan keinginan kuat leader; (2) Preparing (persiapan) melalui pembangunan sistem dan mindset disiplin; (3) unfreezing (pencairan) melalui sosialisasi secara terus menerus serta pemberian reward dan punishment, (4) movement (menggerakkan) budaya disiplin dalam hal kedatangan, berpakaian, belajar, berkendara, serta berperilaku; dan (5) refreezing (pembekuan) terhadap budaya disiplin yang telah berjalan, yaitu disiplin waktu, berpakaian, belajar, berkendara, serta berperilaku. Kedua, Peran warga madrasah dalam pengembangan budaya disiplin ditampilkan oleh kepala madrasah sebagai leader of change dalam hal kebijakan serta koordinasi; tenaga pendidik dan kependidikan sebagai agent of change dalam pengimplementasian serta control kedisiplinan; dan siswa sebagai bagian dari object dan evaluator of change. Ketiga, Upaya mengatasi resistensi pengembangan budaya disiplin yang berasal dari guru serta siswa yang bersifat individual dilakukan dengan pendekatan preventif (pencegahan) dan pendekatan kuratif (perbaikan).

Hasil penelitian ini mengembangkan teori tiga langkah dan teori kekuatan medan (force field theory) Kurt Lewin serta sejalan dengan teori peran (role theory) yang dikembangkan oleh Biddle dan Thomas. Penelitian ini juga mengindikasikan adanya peran agama dalam pembentukan budaya disiplin madrasah melalui pendekatan keteladanan dan pembiasaan.

ABSTRACT

Every successful education institution must have cultivated good cultures, one of them is a culture of discipline. According to the three steps theory of Kurt Lewin, there are some steps needed to develop the disciplinary culture: unfreezing, movement, and refreezing.

The study is intended to find out: (1) the steps of developing a culture of discipline, (2) the roles of the schools’ members in developing a culture of discipline, (3) the efforts taken to eliminate the potential resistance of the development of a culture of discipline at MTsN Tunggangri, Kalidawir, Tulungagung; MTsN Tulungagung; and MTsN 2 Kediri City.

The study belongs to a multi-sites design with qualitative approach. The data of the study are collected by employing the following three methods: in -depth interview, participant-observation, and documentation. The collected data are, then organized, interpreted, and analyzed in recursion. The activity of analyzing the data is done in every site and a cross-site analysis to formulate concepts and findings. The credibility of the data is checked by applying the procedures of triangulation, checking of members, and discussing the data among peers. Meanwhile, both the dependability and conformability of the data are done by the advisors as the dependent auditors.

The overall findings of the study are: first, the steps in developing a culture of discipline are carried out within five phases: (1) having a desire of changes supported by the value of being religious, the existence of external challenges and the availability of great desire of the leader; (2) preparing a good system done through building system and mindset of the disciplinary culture; (3) unfreezing the system conducted through the process of socialization which is continuously done and followed by giving reward and punishment; (4) conducting movement realized by changing the disciplinary culture in terms of arrival, clothing, driving, and behaving in daily life; (5) refreezing the culture done to refreezing the existing culture of discipline covering the discipline of time, clothing, learning, driving, and beha ving. Second, the roles of the schools’ members in developing the culture of discipline are represented by school leaders as the ones responsible for making changes in relation to policy and coordination, the teachers and staff as agents of changes in implementing and controlling the culture of discipline, and the students as parts of object and evaluators of changes. Third, some efforts taken to overcome the resistance of the development of the culture of discipline coming from teachers and students are personally done both curatively and preventively.

To sum up, the findings of this study develop and support Kurt Lewin’s theories- the three step theory and the force field theory. These theories are also appropriate with the role theory developed by Biddle and Thomas. This study also indicates that religion takes an important role in cultivating and developing a culture of school discipline through modeling and habit approaches.

Item Type: Thesis (Doctoral)
Supervisor: Rahardjo, Mudjia and Baharuddin, Baharuddin and Mujab, Muhammad
Keywords: Budaya disiplin; lembaga pendidikan Islam; Culture of discipline; Islamic Educational Institution
Departement: Sekolah Pascasarjana > Program Studi Doktor Manajemen Pendidikan Islam
Depositing User: Mohammad Syahriel Ar
Date Deposited: 27 Feb 2018 08:40
Last Modified: 27 Feb 2018 08:40
URI: http://etheses.uin-malang.ac.id/id/eprint/10064

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