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All Journal Cross-border An-Nafis: Jurnal Ilmiah Keislaman dan Kemasyarakatan
Chairul Echwan
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Religion Humanities Education Social Sciences Other

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Kebijakan Madrasah Dalam Pembentukan Karakter Siswa Di MTsS Sirajul Huda Marindi Chairul Echwan
An-Nafis: Jurnal Ilmiah Keislaman dan Kemasyarakatan Vol. 4 No. 2 (2025): Published in October of 2025
Publisher : STIT Syekh Muhammad Nafis Tabalong

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MTsS Sirajul Huda Marindi has a madrasah policy in shaping student character through activities oriented towards religious activities and other activities intended to shape student character. This study aims to determine the madrasah policy in shaping student character along with the supporting and inhibiting factors faced. This type of research is field research using qualitative descriptive methods. The subjects of this study were the Principal of MTsS Sirajul Huda Marindi, the Deputy Head of Student Affairs and the Teachers Council. Data collection techniques in this study were obtained from the results of observations, interviews and documentation. Data analysis techniques used range from data reduction, data display and data verification. The results of this study are that at the agenda preparation stage, a policy is issued by creating a program of activities related to improving student character and discussed in meetings. Then at the policy formulation stage, the program is discussed by policy makers. Furthermore, at the policy adoption stage, the policy program is approved with mutual support and agreement. It is implemented by instilling daily habits for students in the madrasah environment that are oriented towards religious activities and other activities. Finally, at the policy evaluation stage, evaluation meetings are regularly held. A supporting factor is the strong cooperation between teachers and educational staff at every stage of madrasah policy implementation. Meanwhile, a hindering factor is the problem faced by some students due to broken homes and the lack of parental supervision and guidance at home.
KOMUNIKASI NONVERBAL KEPALA MADRASAH DALAM MEMBERI KETELADANAN KEPADA GURU DI MAN 3 TABALONG Chairul Echwan
Cross-border Vol. 6 No. 2 (2023): JULI-DESEMBER
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Institut Agama Islam Sultan Muhammad Syafiuddin Sambas Kalimantan Barat

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This research is motivated by the importance of nonverbal communication by madrasah principals in setting an example for teachers. In setting an example for madrasa head teachers, effective communication skills are needed, one of which is the ability to use nonverbal communication. The aim of this research is to determine the nonverbal communication of madrasah principals in providing examples to teachers and their obstacles. This type of research is field research using a qualitative descriptive approach. The research subjects were the Head of MAN 3 Tabalong and 3 teachers. Data collection techniques in this research used observation, interviews and documentation. Furthermore, data analysis is carried out by reducing the data first, followed by presenting the data until at the end there is drawing conclusions and verification. Based on the results of research regarding non-verbal communication of madrasa heads in giving examples to teachers at MAN 3 Tabalong, it shows that non-verbal communication through touch, such as showing thumbs up and happy hand movements, so that teachers are motivated and imitate what the madrasa head shows. Facial expressions, such as showing happiness, laughing and cheerfulness, so that the teacher is carried away in a good condition, then becomes a role model for the teacher. Eye contact shows focus and seriousness towards the teacher, thus making the teacher continue to be focused and serious about doing the things that have been carried out. Appearance, showing a neat appearance, according to the rules, and not excessive, so that the teacher is always neat, according to the rules, and not excessive in appearance. Touching, shaking hands and clapping, such as greetings, applause and praise, so that teachers become motivated by the appreciation made by the head of the madrasah. Proximity of distance, such as not too far and not too close, so that teachers feel comfortable and do not hesitate when interacting with the principal. Most teachers can emulate what the madrasah principal exemplifies. The obstacles faced by the madrasa head's nonverbal communication in providing examples to teachers at MAN 3 Tabalong, namely time, body condition, and the teacher's level of understanding.
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