Control Behavior through Self-Control in Islamic Education

  • Authors

    • Andewi Suhartini
    • Asep Nursobah
    • Tuti Hayati
    • Yuyun Yulianingsih
    2018-08-08
    https://doi.org/10.14419/ijet.v7i3.21.17186
  • Self Control, Behavior Control, Islamic Education

  • Islam views, everyone has the potential to be good and bad that can be actualized in positive and deviant behaviors. Islamic education is a process that converts bad to good the potential actualized in good behavior. There are some efforts that can make a person behave positively, namely self-control, habituation, and the creation of environments. Among all these three things, restraint should be most significant. This article aims to describe the effort to control behavior through self-control in the process of Islamic education. It is based on the assumption that a person's behavior, including teenagers, is the embodiment of knowledge and attitude he had. Meaning and appreciation of the knowledge and experience of one's life became the main controller for the behavior. It took a concrete means of control either heard or seen to make a person have self-control. In the process of Islamic education, the control devices are in the form of good advice approach (mau'izhah hasanah), and a set of good examples (uswah hasanah). Advice heard and interpreted can motivate a person to follow. A figure or a model can be viewed and interpreted to encourage someone to follow. This is the essence of self-control of one's behavior. The research methode was descriptive, located in Purwakarta district West Java Province, Indonesia, with a sample of 6 Scondary High School (SMP), conducted in 2016. The data collection was done by using a questionnaire enclosed and semi-enclosed and equipped with observation and interviews. Data analyzed with quantitative and qualitative approach to describe and explore with categorization and interpretation. The findings in this study is that the efforts to control deviant behavior of students in Islamic Education in Secondary Schools Purwakarta a control efforts to strengthen control by the students themselves who support the practice of the Islamic religion.

     

     

  • References

    2. style='font-size:8.0pt'>
    3. style='mso-spacerun:yes'> ADDIN EN.REFLIST
    4. field-separator'>[1] Simons-Morton BG, Farhat T. Recent findings on peer group influences on adolescent smoking. The journal of primary prevention. 2010;31(4):191-208.

      [2] Tanfidiyah N. Implementasi Pengembangan Peraturan Kelas sebagai upaya Kreatif terhadap Perilaku Menyimpang Siswa dalam Pembelajaran Tematik Terpadu Kelas IV di MIN Yogyakarta I.: UIN SUKA; 2016.

      [3] Nasikhah D, Prihastuti S. Hubungan antara tingkat religiusitas dengan perilaku kenakalan remaja pada masa remaja awal. Jurnal Psikologi Pendidikan dan Perkembangan. 2013;2(01).

      [4] KEMENAG RI. KMA Noomor 211 th 2011 tentang Pedoman Pengembangan Standar Nasional Pendidikan Agama Islam pada sekolah. In: RI K, editor. Jakarta: KEMENAG RI; 2011.

      [5] Rahmawari A. Hubungan Antara Pengendalian Diri Dengan Perilaku Membolos Pada Siswa: Universitas Muhammadiyah Surakarta; 2013.

      [6] Mindani M. Fungsi Manajemen Diri Siswa SLTP dalam Memahami Pembelajaran Pendidikan Agama Islam (PAI). Al-Ta lim Journal. 2014;21(1):62-71.

      [7] Widiya AR. Upaya guru pendidikan agama Islam dalam menerapkan pendidikan karakter untuk meningkatkan pengendalian diri siswa di MAN Gondanglegi Malang: Universitas Islam Negeri Maulana Malik Ibrahim; 2015.

      [8] Gufron R. Hubungan kontrol diri dengan prokrastinasi akademik pada siswa IPA MAN Malang 1 Kota Malang: Universitas Islam Negeri Maulana Malik Ibrahim; 2014.

      [9] Nurainy. Pengembangan self control siswa di SMK PGRI 2 Ponorogo melalui Penanaman Nilai-nilai Agama 2007 [cited 2017 April 21]. Available from: http://digilib.stainponorogo.ac.id/files/disk1/8/stainpress-11111-nurainy-378-2-babi-v.pdf.

      [10] Purwanti T. Peningkatan Pengendalian Diri melalui Modifikasi Perilaku pada Anak Tunarungu di Kelas CTKLB SLB Negeri 2 Bantul 2014 [cited 2017 April 21]. Available from: http://eprints.uny.ac.id/14367/1/TRI%20PURWANTI%20%2810111247019%29.pdf.

      [11] Aydin B, Ziatdinov R. How students acquire self-control: Primary school teachers’ concepts from turkey. European Journal of Contemporary Education. 2016(4):390-7.

      [12] Laird RD, Marks LD, Marrero MD. Religiosity, self-control, and antisocial behavior: Religiosity as a promotive and protective factor. Journal of Applied Developmental Psychology. 2011;32(2):78-85.

      [13] Hommel B, Colzato LS, Scorolli C, Borghi AM, van den Wildenberg WP. Religion and action control: faith-specific modulation of the Simon effect but not stop-signal performance. Cognition. 2011;120(2):177-85.

      [14] Thallemer M. Managing student behavior: Self-esteem vs self-control. International Journal of Humanities and Social Science. 2015;5(6).

      [15] Gliebe S. The development of self-control in young children. Lutheran Education Journal. 2011.

      [16] Lazarus RS. Patterns of Adjustment and Human Effectiveness. Tokyo: McGraw-Hill Inc; 1976.

      [17] Sarafino EP, Smith TW. Health Psychology: Biopsychosocial Interactions. 4th ed: John Wiley & Sons; 1994.

      [18] Averill JR. Personal control over aversive stimuli and its relationship to stress. Psychological bulletin. 1973;80(4):286.

      [19] Quthb M. Sistem Pendidikan Islam. Bandung: Al-Ma'arif; 1993.

      [20] Abdullah AS. Landasan dan Tujuan Pendidikan menurut Al-Qur’an serta Implementasinya. Bandung: Diponegoro; 1991.

      [21] Hasanah A. Pendidikan Karakter Berperspektif Islam. Bandung: Insan Komunika; 2012.

      [22] Nahlawi A. Prinsip-Prinsip dan Metoda Pendidikan Islam: Dalam Keluarga, di Sekolah dan di Masyarakat: Diponegoro, Bandung; 1992.

      [23] Salim P, Salim Y. Kamus Bahasa Indonesia Kontemporer. Jakarta: Modern English Press; 1991.

      [24] Dimyati, Mudjiono. Belajar dan Pembelajaran. Jakarta: Rineka Cipta; 1999.

      [25] Goenawan SA. Proses komunikasi antara guru dengan peserta didik di elyon international christian school dengan menggunakan second language. Jurnal e-Komunikasi. 2015;2(3).

      [26] Majid RA, Ali MM, Alias A. Teacher character strengths and talent development. International Education Studies. 2014;7(13):175.

      [27] Morgenroth T, Ryan MK, Peters K. The motivational theory of role modeling: How role models influence role aspirants’ goals. Review of General Psychology. 2015;19(4):465.

      [28] Thompson WG. The Effects of Character Education on Student Behavior 2002 [cited 2017 April 19]. Available from: http://dc.etsu.edu/cgi/viewcontent.cgi?article=1863&context=etd.

      [29] Morgenroth T. How Role Models Affect Role Aspirants’ Motivation and Goals 2015. Available from: https://ore.exeter.ac.uk/repository/handle/10871/18483.

      [30] Nurhasanah N, Nida Q. Character building of students by guidance and counseling teachers through guidance and counseling services. Jurnal Ilmiah Peuradeun. 2016;4(1):65-76.

      [31] Denton DW. The effects of reflective thinking on middle school students' academic achievement and perceptions of related instructional practices: A mixed methods study: Seattle Pacific University; 2010.

      [32] Kohlberg L, Hersh RH. Moral development: A review of the theory. Theory into practice. 1977;16(2):53-9.

      [33] Rajab I, bin Ahmad A. Jami'Al Ulum wa Al Hikam. Beirut: Dar Al Ma'rifah

    5. style='font-size:8.0pt;font-family:"Times New Roman","serif";mso-fareast-font-family:
    6. Batang;mso-ansi-language:EN-US;mso-fareast-language:KO;mso-bidi-language:AR-SA'>
    7. style='mso-element:field-end'>

  • Downloads

  • How to Cite

    Suhartini, A., Nursobah, A., Hayati, T., & Yulianingsih, Y. (2018). Control Behavior through Self-Control in Islamic Education. International Journal of Engineering & Technology, 7(3.21), 351-358. https://doi.org/10.14419/ijet.v7i3.21.17186