Muhammad Farih Alfaaza, Achmad Nur Rofiuddin, Didit Darmawan

Strategies Of Islamic Religious Education Teachers In Overcoming Students' Habit Of Swearing And Profanity (Study On Formal And Non-Formal Educational Institutions)

Introduction

Strategies of islamic religious education teachers in overcoming students' habit of swearing and profanity (study on formal and non-formal educational institutions). Discover strategies Islamic religious education teachers use to overcome student swearing in formal and non-formal settings. Learn about persuasive approaches, sanctions, and environmental roles.

Abstract

This study aims to find out the strategies of Islamic religious education teachers in overcoming students' habit of swearing and profanity in formal and non-formal educational institutions. This research uses a qualitative approach with phenomenological methods. Data collection techniques were carried out through in-depth interviews, observations, and documentation of Islamic religious education teachers and non-formal educators. The data analysis technique in this study uses phenomenological data analysis developed by Clark Moustakas. The results of the study show that the strategies applied by teachers include a persuasive approach, namely by giving advice with religious values, habituating commendable morals, educational sanctions, and examples from teachers. In addition, the role of the environment such as family and peers also affects the success of teachers in instilling moral values in students. This strategy has been proven to be able to minimize students' bad habits in speaking.

Review

This study addresses a highly relevant and perennially challenging issue in educational settings: students' habits of swearing and profanity. By focusing on the strategies employed by Islamic Religious Education teachers, the paper offers valuable insights into moral education from an Islamic pedagogical perspective. The qualitative, phenomenological approach is well-suited to exploring the lived experiences and intricate strategies employed by educators in navigating such sensitive behavioral issues. The inclusion of both formal and non-formal educational institutions broadens the scope and potential applicability of the findings, positioning the study to offer practical guidance for a diverse range of educational practitioners. The methodological rigor indicated by the abstract, including in-depth interviews, observations, and documentation, combined with Clark Moustakas's phenomenological data analysis technique, suggests a thorough exploration of the research question. The identified strategies—persuasive approaches rooted in religious values, moral habituation, educational sanctions, and teacher exemplification—are practical and intuitively sound. Furthermore, acknowledging the significant role of environmental factors like family and peers adds a crucial layer of contextual understanding to the challenges and successes of moral instruction. The claim that these strategies have been "proven to be able to minimize" students' bad habits signals a positive outcome, indicating the potential efficacy of the outlined interventions. While the abstract provides a strong overview of the study's aims and preliminary findings, a full paper would benefit from a more detailed discussion of the specific types and number of formal and non-formal institutions involved, allowing for a clearer understanding of the generalizability of the strategies. Further elaboration on how the "minimization" of bad habits was assessed or observed within the qualitative framework would also enhance the robustness of the claims. Future research could explore the differential effectiveness of these strategies across various age groups, socio-economic backgrounds, or severity levels of the profanity issue. Overall, this study presents a commendable and pertinent investigation into a critical aspect of character education, offering a valuable foundation for both pedagogical practice and further academic inquiry.

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