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All Journal Jurnal Ilmiah Wahana Pendidikan ENGAGEMENT: Jurnal Pengabdian Masyarakat Moral : Jurnal Kajian Pendidikan Islam
Fayruzah El-Faradis
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Peran Majelis Nyai dalam Pembentukan Disiplin Santri (Studi Kasus di Tarbiyatul Mu’allimien Al-Islamiyah TMI Putri Al-Amien Prenduan) Ika Mutmainnah; Fayruzah El-Faradis
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 19 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8403136

Abstract

The nyai assembly is the caretaker of the female Islamic boarding school and nyai has an important role in every activity. The rules that are made must be obeyed and the prohibitions must be obeyed by all students. To comply with all existing regulations, Santri must have an attitude of discipline. The formation of discipline here cannot be separated from the role of Nyai as caregivers in it, so that students can carry out all existing regulations sincerely and consciously. The goal of this study is to describe how the role of nyai in forming the discipline of student and what are the supporting and inhibiting factors for Nyai in forming the discipline of student at Al-Amien Prenduan. The method used is the method of observation, interviews and documentation. The role of the Nyai assembly in Tarbiyatul Mu'allimien Al-Islamiyah (TMi) includes 4 things, namely: As a role model or uswatun hasanah, As a guide, As an advisor, As a controller. According to the researcher's review, there are factors that supporting and inhibiting the role of the Nyai assembly in it. The supporting factors are: the Nyai as example and a role models for Students. Female students is aware of the disciplinary rules and administrators set a good example of the rules that have been set. While the inhibiting factors are: new students who have not been able to adapt to regulations that are different from their home environment, administrators who do not set an example about the disciplinary rules that have been determined and the location of the residence of the Nyai assembly which is outside the hut and the age factor of the Nyai assembly which is no longer young
The Role of Ustadzah Pengabdian in Disciplining Intensive Female Students of IDIA Prenduan Academic Year 2023-2024 Fayruzah El-Faradis; Nepita Sari
ENGAGEMENT: Jurnal Pengabdian Masyarakat Vol. 3 No. 4 (2024): Community Empowerment and Services
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/engagement.v3i4.108

Abstract

Acts of lack of discipline often occur and they are everywhere, even in educational institutions such as Pesma (Student Islamic Boarding School). There are many mahasantri who live a disciplined life and every year they can improve their Ma'had discipline, but there are still some mahasantri who are not disciplined, such as being late for congregational prayers, being late for big boarding events and not being disciplined when sleeping at night and there are still many acts of lack of discipline by mahasantri that are carried out by mahasantri by several mahasantri. Planning, processing and evaluating learning and various things is one of the competencies that must be mastered by a service ustadzah. The problem raised in this research is what is the role of the service ustadzah in disciplining the intensive female students of IDIA Prenduan in 2023-2024 which is broken down into 2, namely: 1. What is the role of the service ustadzah in disciplining the intensive female students at Ma'had Institut Dirosat Islamiyah Al-Amien Prenduan . 2. What are the supporting and inhibiting factors for service ustadzah in disciplining students at Ma'had Institut Dirosat Islamiyah Al-Amien Prenduan. The data collection in this research used observation, interviews and documentation methods. To test the validity of the data, this research uses source triangulation and technical triangulation with pre-field research stages, field worker stages and data analysis stages. Based on the discussion of the results of this research, it can be concluded that the roles of service ustadzahs in disciplining mahasantri are: Role as caregiver, role as controller/supervisor, role as motivator, role as friend and family and the role of Uswatun Hasanah for intensive female students. The supporting factors for service ustadzah in intensively disciplining female students are: The existence of BEMA administrators, the existence of rules and regulations, the existence of self-awareness of the importance of discipline. There are also factors inhibiting service ustadzah in disciplining intensive female students, namely: Lack of self-awareness of the importance of discipline, using seniors as benchmarks and differences in character.
Persepsi Mahasiswi Program Intensif Terhadap Kedisiplinan Belajar Di IDIA Fayruzah El-Faradis; Nirfa Nirfa
Moral : Jurnal kajian Pendidikan Islam Vol. 2 No. 1 (2025): Maret : Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v2i1.463

Abstract

The focus of research are : 1. What are the Perceptions of Intensive Program Students towards Study Discipline at IDIA 2. What are the Supporting and Inhibiting Factors for Learning Discipline at IDIA in the Intensive Program. In this research, researcher used a qualitative approach. The data collection method in this research uses interviews and documentation. And the informants in this research came from Mudir Ma'had Lil-Banat, Naibah Mudir Ma'had Lil-Banat, academic section teacher, Student Executive Council Boarding Ma’had (BEMA), and IDIA intensive program students. The perception of intensive program students towards the learning discipline at IDIA is very positive. This can be seen from the different opinions and expressions in expressing perceptions about learning discipline at IDIA in the intensive program. Supporting factors for learning discipline in the intensive program at IDIA are the existence of clear regulations, the professionalism of internship teachers, and the existence of good and strong cooperation between internship teachers and BEMA. Meanwhile, the inhibiting factors are the different characters or dispositions of intensive program students, teachers/instructors who cannot be present while teaching, and limited learning environment.
Co-Authors Ika Mutmainnah Nepita Sari Nirfa Nirfa