PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN KEDISIPLINAN SISWA KELAS XI SMA IT ANUGERAH INSANI KARADENAN KABUPATEN BOGOR

Abstract

Abstrak

Penelitian ini bertujuan untuk menganalisis peran Guru Pendidikan Agama Islam (PAI) dalam meningkatkan kedisiplinan siswa kelas XI di SMA IT Anugerah Insani Karadenan Bogor. Latar belakang penelitian didasarkan pada temuan awal bahwa masih banyak siswa yang belum menerapkan kedisiplinan secara optimal dalam kegiatan belajar sehari-hari. Dengan menggunakan pendekatan kualitatif berjenis deskriptif, data diperoleh melalui wawancara mendalam, observasi, dan studi dokumentasi. Analisis data dilakukan secara interaktif melalui proses reduksi data, penyajian data, dan verifikasi untuk memperoleh kesimpulan yang valid. Hasil penelitian menunjukkan bahwa guru PAI menerapkan empat model pendekatan utama dalam membentuk kedisiplinan siswa, yaitu pendekatan autoritatif, role model, emosional, serta reward and punishment. Pendekatan autoritatif diterapkan melalui ketegasan yang disertai dukungan emosional dan komunikasi terbuka. Pendekatan role model terlihat dari keteladanan guru dalam bersikap disiplin, yang kemudian ditiru oleh siswa. Pendekatan emosional diwujudkan melalui hubungan empatik dan reflektif antara guru dan siswa. Sementara itu, pendekatan reward and punishment digunakan untuk memperkuat perilaku positif melalui pemberian penghargaan dan konsekuensi yang adil. Selain empat pendekatan tersebut, peran guru sebagai pembimbing, pengawas, dan teladan menjadi komponen penting dalam proses pembentukan karakter disiplin siswa. Hasil analisis juga menunjukkan bahwa komunikasi yang efektif antara guru dan siswa turut menciptakan rasa percaya yang memperkuat internalisasi nilai-nilai kedisiplinan. Penelitian ini menyimpulkan bahwa keberhasilan peningkatan kedisiplinan siswa sangat bergantung pada konsistensi guru, keteladanan, serta penerapan pendekatan yang tepat dan berkesinambungan. Temuan ini diharapkan dapat menjadi referensi bagi pihak sekolah, guru, dan pemangku kebijakan dalam merancang strategi pembinaan kedisiplinan siswa secara lebih komprehensif.

Abstract

This study aims to analyze the role of Islamic Education (PAI) teachers in enhancing the discipline of eleventh-grade students at SMA IT Anugerah Insani Karadenan Bogor. The background of this research is based on preliminary findings indicating that many students have not yet applied discipline optimally in their daily learning activities. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and document analysis. Data were analyzed interactively through the processes of data reduction, data display, and verification to obtain valid conclusions. The findings reveal that PAI teachers implement four main approaches in fostering student discipline: the authoritative approach, role model approach, emotional approach, and reward-and-punishment approach. The authoritative approach is applied through firmness combined with emotional support and open communication. The role model approach is reflected in the exemplary discipline demonstrated by teachers, which students naturally imitate. The emotional approach is manifested through empathetic and reflective relationships between teachers and students. Meanwhile, the reward-and-punishment approach is used to strengthen positive behavior through fair reinforcement and consequences. In addition to these approaches, the teacher’s role as a mentor, supervisor, and role model plays a crucial part in shaping students’ disciplinary character. The analysis also indicates that effective communication between teachers and students helps build trust, reinforcing the internalization of disciplinary values. This study concludes that the success of improving student discipline largely depends on teacher consistency, exemplary behavior, and the implementation of appropriate and continuous approaches. The findings are expected to serve as a reference for schools, teachers, and policymakers in designing more comprehensive strategies for fostering student discipline