Pelaksanaan kegiatan ekstrakurikuler keagamaan dalam upaya meningkatkan kompetensi inti sikap sosial pada siswa di Madrasah Aliyah Negeri 1 kota Malang

INDONESIA:

Kegiatan ekstrakurikuler keagamaan memegang peranan penting dalam proses menanamkan sikap religius terhadap siswanya. Sikap religius berbanding lurus dengan sikap sosial, dimana dimensi pengamalan atau akhlak menunjuk pada perilaku Muslim yang dimotivasi oleh ajaran-ajaran agamanya (hubungan manusia dengan manusai lain). Kurikulum 2013 merupakan kurikulum yang berbasis karakter dan kompetensi, KI 1 dan KI 2 berkaitan dengan tujuan pembentukkan karakter siswa sedangkan KI 3 dan KI 4 berkaitan dengan penguasaan kompetensi siswa. Pembentukan dan peningkatan ke-empat kompetensi inti tersebut khususnya kompetensi inti sikap sosial (KI 2) tidak hanya dilakukan didalam kelas saja, melainkan juga diluar kelas seperti dalam kegiatan ekstrakurikuler keagamaan. Untuk keberhasilan tersebut, pembina kegiatan ekstrakurikuler keagamaan harus mampu menggunakan berbagai upaya dalam meningkatkan kompetensi inti sikap sosial pada siswa disamping sikap religius yang dihasilkan. Terjadinya penyimpangan yang dilakukan para siswa disebabkan oleh kurangnya sikap religius yang tertanam dalam diri siswa. Apabila anak memiliki sikap religius yang tinggi maka tidak mungkin akhlak atau perilaku yang tercermin justru lebih ke arah negatif, namun sebaliknya akan menimbulkan akhlak atau perilaku yang lebih positif. Berpijak dari itulah peneliti melakukan penelitian di MAN 1 Kota Malang dengan judul pelaksanaan kegiatan ekstrakurikuler keagamaan dalam upaya meningkatkan kompetensi inti sikap sosial pada siswa.

Penelitian ini bertujuan untuk: (1) untuk mendeskripsikan perencanaan kegiatan ekstrakurikuler di MAN 1 Kota Malang, (2) untuk mendeskripsikan pelaksanaan kegiatan ekstrakurikuler keagamaan dalam upaya meningkatkan kompetensi inti sikap sosial pada siswa di MAN 1 Kota Malang, (3) untuk mendeskripsikan evaluasi pelaksanaan kegiatan ekstrakurikuler keagamaan dalam upaya meningkatkan kompetensi inti sikap sosial pada siswa di MAN 1 Kota Malang.

Metode yang digunakan dalam penelitian ini menggunakan pendekatan kualtatif deskriptif. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Teknik analisis data yang digunakan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data yang digunakan dengan uji triangulasi.

Hasil penelitian menunjukkan: (1) Perencanaan pogram kegiatan ekstrakurikuler keagamaan di bertujuan agar terbentuk adanya karakter atau akhlak yang baik pada setiap siswa disamping tertanam adanya rasa iman dan taqwa yang merupakan pondasi kehidupan setiap manusia, yaitu terbentuk adanya sikap sosial dan sikap religius secara berkesinambungan. Program kegiatan ekstrakurikuler keagamaan tersebut meliputi: a) Program harian, yaitu shalat Dhuhur dan Ashar berjama’ah; khitobah 3 bahasa; sholat Dhuha berjama’ah b) Program mingguan, yaitu shalat jum’at berjama’ah; keputrian; pengumpulan uang amal jum’at; banjari; kaligrafi; qiro’ah; musik gambus c) Program bulanan, yaitu pembacaan diba’ d) Program tahunan, yaitu Peringatan Hari Besar Islam (PHBI); kegiatan pada bulan ramadhan (pondok ramadhan); kegiatan pada Hari Raya Idul Adha (kemah Arafah) e) Program kondisional, yaitu bakti sosial; dan santunan anak yatim (2) Pelaksanaan kegiatan ekstrakurikuler keagamaan dalam upaya meningkatkan kompetensi inti sikap sosial pada siswa di MAN 1 Kota Malang yaitu a) Jujur, dibentuk melalui kegiatan pengumpulan dana amal jum’at; bakti sosial; dan Idul Adha (kemah Arafah) b) Disiplin, dibentuk melalui kegiatan shalat Dhuhur dan shalat jum’at berjama’ah c) Tanggung jawab, dibentuk melalui kegiatan PHBI; pondok ramadhan; Idul Adha (kemah Arafah); santunan anak yatim; dan lomba ekstrakurikuler keagamaan d) Toleransi, dibentuk melalui kegiatan Idul Adha (kemah Arafah); pondok ramadhan; santunan anak yatim; bakti sosial e) Gotong royong, dibentuk melalui kegiatan PHBI; pondok ramadhan; Idul Adha (kemah Arafah); santunan anak yatim; dan lomba ekstrakurikuler keagamaan f) Santun atau sopan, dibentuk melalui kegiatan Idul Adha (kemah Arafah); pondok ramadhan; santunan anak yatim g) Percaya diri, dibentuk melalui kegiatan khitobah 3 bahasa; tadrisul Qur’an; Qira’ah; kaligrafi; banjari; diba’; musik gambus; lomba ekstrakurikuler keagamaan, PHBI, Idul Adha, pondok ramadhan, dan santunan anak yatim (3) Evaluasi pelaksanaan kegiatan ekstrakurikuler keagamaan dapat dilihat dari perubahan sikap sosial (KI 2) siswa, perolehan prestasi siswa ketika mengikuti lomba ekstrakurikuler keagamaan, penilaian masing-masing siswa setiap akhir semester, dan evaluasi pengurus kegiatan ekstrakurikuler keagamaan diakhir kepengurusan.

ENGLISH:

Religious extracurricular activities play an important role in the process of instilling religious attitudes for their students. Religious attitudes are directly proportional with social attitudes, where the dimension of practices or morals refer to Muslim behaviors motivated by religious teachings (human relations with other people). The 2013 curriculum is a character and competency-based curriculum, KI 1 and KI 2 relating to the purpose of forming student character while KI 3 and KI 4 are related to mastery of student competency. The formation and improvement of the four core competencies, especially the core competence of social attitudes (KI 2) are just not done in the classroom, but also outside the classroom as in religious extracurricular activities. For this success, coaches of religious extracurricular activities must be able to use various efforts to improve the core competencies of social attitudes in students in addition to the resulting religious attitudes. The occurrence of deviations made by students is caused by a lack of religious attitudes embedded in students. If the children has a high religious attitude, it is impossible for the reflected character or behavior to be more negative, but instead it will lead to more positive character or behavior. Based on ilustration above, the researcher conducted research in MAN 1 Malang City with the title of implementing religious extracurricular activities in an effort to improve the core competencies of social attitudes in students.

This study aims to: (1) describing the planning of extracurricular activities in MAN 1 Malang City, (2) describing the implementation of religious extracurricular activities in an effort to improve the core competency of social attitudes in students in MAN 1 Malang City, (3) describing the implementation evaluation religious extracurricular activities in an effort to improve the core competencies of social attitudes in students in MAN 1 Malang City.

The method used in this study is descriptive qualitative approach. Data collection techniques using the method of observation, interviews, and documentation. Data analysis techniques are used with data reduction, data presentation, and conclusion drawing. Check the validity of the data used with the triangulation test.

The results of the study showed: (1) Planning a program of religious extracurricular activities aimed at forming good character or character in each student besides being embedded in a sense of faith and piety which is the foundation of every human life, namely the existence of social attitudes and religious attitudes. The religious extracurricular activities program includes: a) Daily program, namely Dhuhr prayer and Asr in congregation; circumcision 3 languages; Dhuha prayer in congregation b) Weekly program, namely Friday prayer in congregation; keputrian; money collection charity Friday; banjari; calligraphy; qiro’ah; gambus music c) Monthly program, which is a reading in 'd) Annual program, namely the Commemoration of Islamic Day (PHBI); activities in the month of Ramadhan (ramadhan hut); activities on Eid al-Adha (Arafat Camp) e) Conditional program, namely social service; and compensation for orphans (2) Implementation of religious extracurricular activities in an effort to improve the core competency of social attitudes in students in MAN 1 Malang City, namely a) Honest, formed through charity fundraising activities; social service; and Eid al-Adha (Arafat Camp) b) Discipline, formed through Dhuhr prayer and Friday prayers in congregation c) Responsibility, formed through PHBI activities; ramadhan hut; Eid al-Adha (Arafat Camp); donations for orphans; and religious extracurricular competitions d) Tolerance, formed through the activities of Eid al-Adha (Arafat Camp); ramadhan hut; donations for orphans; social service e) Mutual cooperation, formed through PHBI activities; ramadhan hut; Eid al-Adha (Arafat Camp); donations for orphans; and religious extracurricular competitions f) Polite, formed through the activities of Eid al-Adha (Arafat Camp); ramadhan hut; orphanage compensation g) Self-confidence, formed through 3 language khitobah activities; tadrisul Qur'an; Qira'ah; calligraphy; banjari; diba'; gambus music; religious extracurricular competition, PHBI, Eid al-Adha (Arafat Camp), ramadhan hut, and compensation for orphans (3) Evaluation of the implementation of religious extracurricular activities can be seen from changes in social attitudes (KI 2) of students, student achievement when participating in religious extracurricular competitions, assessment of each student at the end of each semester, and evaluation of administrators of religious extracurricular activities at the end of management.