Implementasi Buku Kontrol Sholat sebagai Instrumen Pembentukan Disiplin Religius Siswa: Studi Kualitatif di SMP Muhammadiyah 1 Makassar Implementation of Prayer Monitoring Books as an Instrument for Forming Students’ Religious Discipline: A Qualitative Study at SMP Muhammadiyah 1 Makassar
Article Sidebar
Page Numbers:
632-645
Digital Object Identifier:
10.58578/alsys.v6i1.8903
Viewed: 112 times
Downloaded: 71 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Sandi Pratama1* 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Religious discipline is one of the core objectives of Islamic education at the junior secondary level; however, limited school time to facilitate obligatory prayers and weak supervision of worship outside school create a gap between students’ religious knowledge and their actual worship practices. This study aimed to examine the implementation of a prayer monitoring book as an instrument for fostering students’ religious discipline, to analyze teachers’, students’, and parents’ perceptions of its use, and to identify the forms of religious discipline and the obstacles encountered in its implementation at SMP Muhammadiyah 1 Makassar. A qualitative case study approach was employed, with participants comprising the principal, Al-Islam Kemuhammadiyahan teachers, homeroom teachers, Grade VII–IX students, and parents. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings indicate that the prayer monitoring book is implemented systematically through a mechanism of completion and verification by parents and regular inspection by teachers, thereby contributing to increased punctuality in performing prayers, enhanced personal responsibility among students, and greater awareness of worship outside the school environment. Nevertheless, technical, psychological, and coordination-related constraints were identified that affect the consistency of its implementation. It can be concluded that the prayer monitoring book is effective as an instrument for nurturing religious discipline when supported by consistent supervision and sustained collaboration between school and parents, with important implications for the development of more humanistic and reflective worship monitoring instruments in the context of Islamic education.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Ali, A., Abdullah, R., & Hamzah, M. I. (2019). School-based religious education and character development. Religions, 10(6), Article 380.
Anwar, M., Rahman, F., & Hidayat, A. (2019). Religious habituation and students’ moral development. Adabiyah: Jurnal Pendidikan Islam, 2(2), 145–158.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Darling-Hammond, L. (2017). Social and emotional learning, discipline, and character education. Applied Developmental Science, 21(3), 196–207.
Fadli, A., Rahmawati, E., & Hasan, M. (2021). School-family collaboration in religious education.
Fauzi, A., Supriyanto, A., & Hidayah, N. (2020). Character education through religious discipline. Journal of Character Education, 2(1), 33–48.
Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056
Hasanah, U., Latif, A., & Suryani, D. (2021). Religious motivation among adolescents.
Hidayah, R., Maulana, I., & Ningsih, S. (2020). Monitoring religious behavior in secondary schools.
Hidayat, T., Sulaiman, A., & Rahman, M. (2021). Religious habituation programs in Islamic schools. AULADUNA: Jurnal Pendidikan Dasar Islam, 8(2), 210–225.
Huda, M., & Kartanegara, M. (2015). Islamic education and character formation. Al-Jami’ah: Journal of Islamic Studies, 53(2), 337–360.
Kurniawan, D., & Azizah, N. (2023). Prayer monitoring books in Islamic schools. ORBITH, 19(2), 101–110.
Lickona, T. (2013). Character education: The cultivation of virtue. In Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2). Taylor and Francis.
Muttaqin, I., Firdaus, A., & Rahmatullah. (2020). Religious discipline among adolescents. JIPPI: Jurnal Ilmu Pendidikan Islam, 1(1), 1–15.
Nashir, A., & Pratama, S. (2022). Peran Guru ISMUBA dalam Pembinaan Akhlak pada Elemen Profil Pelajar Pancasila Implementasi Kurikulum Merdeka. Jurnal Hikmah: Jurnal Pendidikan Islam, 11(2), 80–90.
Nata, A. (2017). Pendidikan Islam dan Pembiasaan Ibadah. Ta’dib: Journal of Islamic Education, 22(2), 101–114.
Nucci, L., Narvaez, D., & Krettenauer, T. (2014). Moral and religious development. Educational Psychologist, 49(2), 91–105.
Nugroho, A., Widodo, H., & Arifin, Z. (2022). Religious monitoring tools in Islamic education. Journal of Islamic Pedagogy, 4(2), 89–103.
Rahman, F., Suryanto, T., & Ma’arif, S. (2021). Religious discipline in secondary education. Social, Humanities, and Educational Studies (SHES), 6(1), 12–25.
Ramadhan, R., Hidayatullah, M., & Prasetyo, D. (2021). Monitoring and moral development.
Ramadhani, R. F., Iswinarti, I., & Zulfiana, U. (2019). Pelatihan kontrol diri untuk mengurangi kecenderungan internet gaming disorder pada anak usia sekolah. Jurnal Ilmiah Psikologi Terapan, 7(1), 81–100. https://doi.org/10.22219/jipt.v7i1.7837
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Motivation Science, 3(2), 1–14.
Sahin, A. (2018). Islamic education, spirituality and character formation. British Journal of Religious Education, 40(4), 332–345.
Sahlan, A. (2018). Pendidikan Karakter Berbasis Islam. Tarbawi: Jurnal Pendidikan Islam, 15(1), 1–15.
Sari, D., & Yusuf, M. (2020). Adolescents and prayer consistency.
Sari, N., Hidayat, R., & Lestari, F. (2021). Prayer habituation in Islamic schools. JPPK: Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 10(1), 88–102.
Sutrisno, & Wahyuni, S. (2021). Religious programs and student discipline.
Suyadi. (2019). Pendidikan Karakter dan Disiplin Religius. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 17(1), 45–60.
Yuliani, Y., & Hidayatulloh, M. (2022). Pembiasaan Ibadah dalam Pendidikan Islam. Adabiyah: Jurnal Pendidikan Islam, 2(2), 145–158. https://doi.org/10.21070/adabiyah.v2i2.1646
Zaini, H., & Mulyani, S. (2021). School–family partnership in religious education. Journal of Character Education, 3(2), 201–215.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2