Strategi penciptaan budaya religius melalui pelaksanaan kegiatan keagamaan oleh Ma’had al-Fikri MAN Wlingi Blitar

INDONESIA:

Banyaknya kesenjangan tingkah laku di kalangan pelajar menuntut lembaga pendidikan terutama sekolah bergerak secara pro aktif dalam pembinaan keagamaan. Program asrama atau ma’had menjadi salah satu terobosan bagi beberapa sekolah untuk meningkatkan kualitas peserta didik terutama dalam hal sikap dan kepribadian. Ma’had diharapkan mampu membentuk akhlah anak menjadi lebih baik. Melalui penerapan kegiatan keagamaan, ma’had berusaha menciptakan budaya religius dalam diri peserta didik serta di lingkungan sekolah. Oleh karena itu peran ma’had sangat diharapkan agar mampu membentuk budaya religius di sekolah. Dengan strategi yang tepat, proses penciptaan budaya religius akan menjadi lebih mudah dan terarah.

Berdasarkan latar belakang di atas, penulis memformulasikannya kedalam rumusan masalah sebagai berikut: (1) Apa saja macam-macam wujud budaya religius yang ditanamkan di MAN Wlingi oleh ma’had Al-Fikri? (2) Bagaimana strategi penciptaan budaya religius oleh ma’had Al-Fikri? (3) Bagaimana implikasi penciptaan budaya religius yang diterapkan oleh Ma’had Al-Fikri terhadap perilaku siswa?.

Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian studi lapangan. Penentuan informan menggunakan teknik sampling berupa purposive sampling, informan yang digunakan adalah Kepala Madrasah, ketua ma’had, pengasuh ma’had, pendamping ma’had, dan santri (siswi). Pengumpulan data dilakukan dengan metode observasi, wawancara, dan dokumentasi. Sedangkan analisis data menggunakan teknik analisis data kualitatif yang berupa reduksi data, penyajian data dan penarikan kesimpulan.

Penelitian ini menghasilkan bahwa (1) macam-macam wujud budaya religius di ma’had Al-Fikri MAN Wlingi yaitu berupa aspek keagamaan seperti qiyamul lail berjamaah, sholat 5 waktu berjamaah, dan aspek sosial seperti budaya bersalaman. (2) Strategi yang digunakan adalah Instructive Sequential Strategy (keteladanan, pembiasaan, internalisasi nilai) dan Constructive Sequential Strategy (pemahaman dan kesadaran pelaku, sikap dan perilaku). (3) Implikasinya terhadap siswa adalah siswa mengalami perubahan sikap dan perilaku dalam keseharian.

ENGLISH:

The number of gap behavior between students demand educational institutions, especially school to be more active in religious guidance. Islamic boarding school (Ma’had) program became one of the breakthroughs for some schools to improve the quality of students, especially in terms of attitude and personality. Ma'had is expected to make students’ character is better. Through religious activities, ma'had tries to create a religious culture in the self-learners and in school environment. Therefore the role of Ma’had is expected to be able to form a religious culture in schools. With the right strategy, the creation of a religious culture will be easier and more focused.

The researcher investigated this study based on three problems; there are (1) what kinds of religious culture manifestation that is applied in MAN Wlingi by ma'had Al-Fikri, (2) How is the strategy of religious culture creation by ma’had Al fikri, and (3) How are the implications of the religious culture creation that is applied by Al-Fikri Ma'had MAN Wlingi on student behavior.

This study used descriptive qualitative approach with field study research. Determination of the informants is using sampling techniques, such as purposive sampling. The informants of this study are head of school, head of Islamic boarding school, supervisor of Islamic boarding school, and girl students. The data collection of this study used observation, interviews, and documentation. And the data analysis of this study is qualitative data analysis techniques, in the form of data reduction, data presentation and conclusion.

The result of this study showed that (1) Ma’had AL fikr applies religion aspect and social aspect as religious culture manifestation. The manifestations of religious aspect include qiyamul Lail together and prayer 5 times together. For the social aspects include handshake. (2) The strategy that used is instructive Sequential Strategy (exemplary, habituation, internalization) and Constructive Sequential Strategy (understanding and awareness of actors, attitudes and behavior). And (3) the Implications to students are students change attitudes and behavior in everyday life.