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All Journal Journal of General Education and Humanities ALFIHRIS: Jurnal Inspirasi Pendidikan
Irwan S
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Role of BK Teachers in Increasing Student Learning Responsibility at Budi Satrya Junior High School Murni Dahlena Nasution; Irwan S; Purbatua Manurung
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 3 (2026): Juli : Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/nynks772

Abstract

Learning responsibility is an important character competency that influences students’ academic success and independence. However, some junior high school students still experience difficulties in managing learning obligations, completing assignments, and maintaining academic discipline. This study aims to analyze the role of Guidance and Counseling (BK) teachers in improving students’ learning responsibility at Budi Satrya Junior High School Medan.This study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving BK teachers, students, principals, and homeroom teachers. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model through data condensation, data display, and conclusion verification. Data validity was ensured through triangulation, member checking, and audit trails. The findings indicate that BK teachers play roles as facilitators, motivators, counselors, mediators, and evaluators. BK services implemented through individual counseling, classical guidance, consultation, monitoring, and collaboration with school stakeholders contributed to improving students’ discipline, time management, task completion, and learning awareness. The role of BK teachers significantly supports the development of students’ learning responsibility through systematic services and a humanistic approach. Strengthening sustainable BK programs is essential for developing independent, disciplined, and responsible learners in the context of 21st-century education.
Reframing Qur’anic Discussions of Nifāq for Character Education: Toward a Value-Contrast Pedagogical Model Irwan S; Syamsu Nahar; Zulheddi
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1858

Abstract

Studies of nifāq (hypocrisy) in the Qur’an have largely remained within theological and descriptive discussions, with limited attention to translating Qur’anic insights into contemporary character-education theory. This study addresses that gap by examining how Qur’anic portrayals of hypocrisy can inform an educational framework for character formation. Using a qualitative library-based thematic exegesis (tafsīr mawḍūʿī) approach, the study analyzes a selected thematic corpus of nifāq-related verses, identified through lexical and thematic searches using Qur’anic concordances, classical thematic indices, and exegetical judgment. The corpus focuses primarily on passages in Sūrah al-Baqarah, al-Nisā’, al-Tawbah, and al-Munāfiqūn. The selected verses are interpreted through comparative analysis of classical and modern tafsīr (al-Ṭabarī, Ibn Kathīr, al-Qurṭubī, Sayyid Quṭb, and M. Quraish Shihab) and recent scholarship (2020–2025). The analysis identifies a coherent taxonomy of hypocritical characteristics, including falsehood, arrogance, duplicity, mockery, corruption, and false oaths, as well as behaviors that obstruct obedience, encourage disbelief, and distort amr maʿrūf nahy munkar. These traits are associated with moral, social, spiritual, and religious consequences, reinforced by graduated Qur’anic warnings (waʿīd). Based on these findings, the study proposes a value-contrast model of character education in which the Qur’an’s juxtaposition of believers and hypocrites functions as a pedagogical strategy for cultivating honesty (ṣidq), trustworthiness (amānah), sincerity (ikhlāṣ), consistency (istiqāmah), and social responsibility. The study is limited to a selected thematic corpus and does not examine every Qur’anic passage related to hypocrisy, leaving broader corpus-based analysis for future research.
Co-Authors MANURUNG, PURBATUA Murni Dahlena Nasution Syamsu Nahar Zulheddi