Hubungan Pembelajaran Kitab Adabul 'Alim Wal Muta'allim Dengan Akhlak Siswa Di MAN 4 Bogor
DOI:
https://doi.org/10.33751/jmp.v14i02.108Keywords:
Learning of Adabul 'Alim wal Muta'allim; Students' Moral Character; Relationship; Islamic Education; Madrasah AliyahAbstract
THE RELATIONSHIP BETWEEN LEARNING THE KITAB ADABUL 'ALIM WAL MUTA'ALLIM AND STUDENTS' MORAL CHARACTER AT MAN 4 BOGOR
Moral character is one of the primary goals of Islamic education; however, a gap between students' understanding of moral values and their implementation in daily life was still found in various madrasahs, including at MAN 4 Bogor. This study aimed to examine the learning of the Kitab Adabul 'Alim wal Muta'allim, to describe students' moral character, and to determine the relationship between the two variables. The study employed a quantitative approach with a correlational method. The sample consisted of 90 students determined through the Slovin formula using proportionate random sampling. Data were collected through a Likert-scale questionnaire, interviews, and documentation, and were then analyzed using normality tests, linearity tests, Product Moment correlation, the coefficient of determination, and hypothesis testing with the aid of IBM SPSS Statistics version 25. The results showed that learning the Kitab Adabul 'Alim wal Muta'allim was in the high category, marked by high to very high indicators of respect toward teachers (4.43) and value internalization (4.16). Students' moral character was also in the high category, with very high indicators of morality toward teachers (4.45) and politeness (4.21). The correlation test produced a coefficient of 0.851 with a significance value of 0.000 < 0.05, indicating a positive and significant relationship between the two variables. The coefficient of determination of 72.42% indicated a strong contribution of the kitab's learning to students' moral character. It was concluded that the better the learning of the Kitab Adabul 'Alim wal Muta'allim was conducted, the better students' moral character became, suggesting that the integration of classical kitab into formal madrasah curricula deserves to be maintained and strengthened as an instrument of character education.
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