EXPLORING INSTRUCTIONAL STRATEGIES USED BY ISLAMIC EDUCATION TEACHERS IN AKHLAQ

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EXPLORING INSTRUCTIONAL STRATEGIES USED BY ISLAMIC EDUCATION TEACHERS IN AKHLAQ

BUILDING AMONG STUDENTS IN AN ISLAMIC PRIVATE SECONDARY SCHOOL: A CASE STUDY IN

SELECTED SECONDARY SCHOOL IN MEDAN

BY

LINDA SARI BULAN SIREGAR

A dissertation submitted in fulfilment of the requirement for the degree of Master in Education

Kulliyyah of Education

International Islamic University Malaysia

AUGUST 2018

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ABSTRACT

This study seeks to explore the strategies used by Islamic education teacher to build the moral values of students at the Islamic private secondary school by exploring the strategies used by Islamic education teachers in akhlāq building among students, the factors that supports the strategies of Islamic Education teachers and the challenges that the Islamic Education teachers faced in akhlāq building among students in an Islamic Private Secondary School. The research applied qualitative design with semi- structured interviews, classroom observation and analysis of lesson plans in gathering data to explore the effectiveness of strategies and make certain the strengths and weaknesses of those strategies or method that is used by Islamic education teacher in akhlāq building of students. The teachers were purposively selected based on their experiences in teaching and learning. The study asserted that the responsibility of teacher is not confined only on delivering of knowledge or skills to pupils but also to build moral values of students through Islamic values, ethics and manner. Moreover, the study revealed that they implemented five strategies in akhlāq building in the classroom such as lecture and questioning, role models (qudwah hasanah), storytelling, demonstration and cooperative learning. Nevertheless, there is no formal standard assessment module in evaluating of akhlāq building of students.

Consequently, the teachers use by their observation in daily activities of students including the note book of students in school. In addition, the results identified the main supporting factor of strategies in Islamic education teacher was the school discipline, co-curricular activities of Islamic school and teachers as role model as well as parental involvement in akhlāq building. Lastly, the finding indicated that the Islamic education teacher must be constantly improved and developed in the strategies to face the challenges in akhlāq building. Based on the findings, researcher recommends the future study including examining other participants of the school namely students, staff, principal of school and parents in order to enrich data from different views.

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ثحبلا ةصلاخ

لىإ ةساردلا هذى تفدى فاشكتسا

ا تيلا تايجيتاترسلا ي

ملعم اهمدختس و

ةيملاسلإا ةيبترلا

فاشكتسا للاخ نم ةصالخا ةيملاسلإا ةيوناثلا ةسردلدا بلاطل ةيقلاخلأا ميقلا ءانبل ءانب في ةيملاسلإا ةيبترلا وملعم اهمدختسي تيلا تايجيتاترسلاا لأا

لاخ بلاطلا ينب ق

،

لا سردم تايجيتاترسا معدت تيلا لماوعلاو ةيملاسلإا ةيبتر

، تيلا تايدحتلاو ي

وملعم اههجاو

في ةيملاسلإا ةيبترلا لأاءانب

.ةصاخ ةيملاسإ سرادم ةبلط ينب قلاخ ةيجهنم مادختسا تمو

ميمصتلا وبش تلاباقلدا عم يعونلا

،ةننقلدا ةيفصلا ةبقارلداو

، عجم في سوردلا ططخ ليلتحو

تايجيتاترسلاا ةيلاعف فاشكتسلا تانايبلا

، أتلاو كلتل فعضلاو ةوقلا طاقن نم دك

تايجيتاترسلاا

، قلاخأ ءانب في ةيملاسلإا ةيبترلا ملعم اهمدختسي تيلا ةقيرطلا وأ ا

.بلاطل

ينملعلدا رايتخا تم دصق

ي متهبرخىلع ءانبا .سيردتلا في

و لا ملعلدا ةيلوؤسم نأ ةساردلا تدكأ

ضيأ لب ، طقفذيملاتلل تاراهلدا وأ ةفرعلدا يمدقت ىلع رصتقت بلاطلل ةيقلاخلأا ميقلا ءانبل ا

و قلاخلأاو ةيملاسلإا ميقلا للاخ نم بولسلأا

نهأ ةساردلا تفشك امك . نومدختسي م

في تايجيتاترسا سخم قلاخلأا ءانب

ةيساردلا لوصفلا في ،

تارضالمحا لثم ةودقلاو ،ةلئسلأاو،

،ةنسلحا و صصقلا ةياورو

،ليثمتلا .نيواعتلا ملعتلاو

دجوي لا نكل جمذونم

يرايع ل مييقت ءانب

قلاخلأا ،لياتلابو .بلاطلل

اف ملعلد ونوظحلاي ام نومدختسينو ةطشنأيف

،ةيمويلا بلاطلا

فد لمشتو ا

،كلذ لىإ ةفاضلإاب .ةسردلدا في بلاطلا رت تحضوأ

ةجيتنلا نأ

ةمعادلا لماوعلا

تايجيتاترسلال ةيسيئرلا اهلمعتسي تيلا

ةيملاسلإا ةيبترلا ملعم يى

طابضنلاا لدا

يسرد ،

ا ةطشنلأاو ةيفصلال

ةيملاسلإا ةسردلدا في ،

ةكراشم كلذكو ،وب ىذتيح جذومنك ملعلداو

ءانب في نيدلاولا لأا

نأ بيج ةيملاسلإا ةيبترلا سردم نأ لىإ جئاتنلا تراشأ ايرخأو .قلاخ

ي لمع ارمتساب وتايجيتاترسا ريوطتو ينستح ىلع ر ءانب في تايدحتلا ةهجاولد

لأا قلاخ ةلوهسب .

ساو ،جئاتنلا لىإ ادانت ت

ثحابلا يصو ة

نيرخآ ينكراشم ةيلبقتسلدا ةساردلا لمشت نأب نم

ةسردلدا لثم

بلاطلا

، ينفظولداو

، ريدمو ةسردلدا

، نم تانايبلا ءارثإ لجأ نم روملأا ءايلوأو

رظن تاهجو

.ةعونتم

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………...

Adnan Abd. Rashid Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………...

ArifinMamat Examiner

This dissertation was submitted to the Department of Curriculum and Instructionand is accepted as a fulfilment of the requirement for the degree of Master of Education.

………...

Adnan Abd. Rashid

Head, Department of Curriculum and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………...

Ismail Sheikh Ahmad

Acting Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Linda Sari Bulan Siregar

Signature... Date...

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

EXPLORING INSTRUCTIONAL STRATEGIES USED BY ISLAMIC EDUCATION TEACHERS IN AKHLAQ BUILDING AMONG STUDENTS IN THE ISLAMIC PRIVATE SECONDARY

SCHOOL: A CASE STUDY IN SELECTED SECONDARY SCHOOL IN MEDAN

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Linda Sari Bulan Siregar

……..……….. ………..

Signature Date

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This dissertation is dedicated to my beloved family, especially to my parent and my husband

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ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious and the Most Merciful. Peace be upon Prophet Muhammad (S.A.W.), who has guided mankind from the darkness to the light. I wish to express my eternal gratitude to Allah (S.W.T.) for giving me endless strength, grace and wisdom in my life.

Firstly, it is my utmost pleasure to dedicate this work to my parents Burhanuddin Siregar (Alm) and Farida Harahap and also parents in law, for their prayers. This thesis is also a special dedication to my beloved husband, H.

Muhammad Rifa‟i Lubis who encouraged me to work harder and supported me whenever I felt lost. Thank you for his unconditional love, support and prayers.

I would like to express a great amount of gratitude and appreciation to Assoc.

Prof. Dr. Adnan Abd Rashid as my supervisor for the support and guidance during the procces until the end of this research. To all lectures of the Kulliyyah of Education, International Islamic University Malaysia, thank you for your assistance, knowledge, guidance and encouragement during the time of my study.

Finally, a special thanks to my sister Hotnida Sari Siregar, thank you for taking the time to look after my children and thank my children M. Habiburrahman Lubis and Putri Khoirotun Hisan Lubis for your understanding during my study. My gratitude also goes to all my friends who provided their time, support for me to complete this studies.

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LIST OF TABLES

Table No. Page No.

‎3.1 Participants Profile 37

‎4.1 Themes and Sub-Themes for Research Question 1 46

‎

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CHAPTER ONE INTRODUCTION

This chapter presents the general background of the study; statement of the problem;

objectives of the study; research questions; significant of the study; limitations of study; demographics of school, as well as definitions of operational terms.

1.1 BACKGROUND OF THE STUDY

In the era of globalization, every nation demands their human resources to be resilient, robust and to have reliable behavior. The quality of human resources is very important, because the prosperity of a nation is no longer determined by its natural resources alone. Human resources are also the paramount in realizing peace and prosperity of a country. Thus, education is the key to build human character. In other words, the progress of nation is determined by its human resources. The quality of human resources is dependent on the quality of education. Therefore, the role of education is very important in order to develop intelligent people who are peaceful, open, noble and democratic.

In general, education are efforts employed to affect people, either individuals, groups, or a community, so they do what is expected by their educators. According to Lickona (1992), people should be taught both academics and virtues in order to have a noble life.

Based on the statement above, education is very important. This is because education can shape a person to be qualified, thoughtful and can look into the future to achieve expected ideals. A person will also be able to adapt quickly. This happens

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because education motivates people to be better in all aspects of life. Education is a conscious effort made by humans through activities such as guidance, instruction, and training, which takes place in inside and outside school. Through education, people will have great akhlāq, because akhlāq has tremendous influence on individuals and nation. There are noble moral teachings that has been exemplified by the Prophet in his everyday life. These contains in some verses of the Qur'an which describe the noble character of the Prophet. The words of Allah (S.W.T) in Qs. Al-Ahzab: 21 said:

َوَّللا َرَكَذَو َرِخ ْلْا َمْوَ يْلاَو َوَّللا وُجْرَ ي َناَك نَمِّل ٌةَنَسَح ٌةَوْسُأ ِوَّللا ِلوُسَر ِفي ْمُكَل َناَك ْدَقَّل اًيرِثَك

- 22:33

"There is indeed a Messenger of Allah who is a good example for you, for those who hope for Allah and Judgment Day and he remembers Allah much".

It can be identified from this verse that there is a need for noble characters, both in the community and in religion. In general, good morals can be formed in each individual, because Allah (S.W.T.) ordered humans to have a good character like the Prophet Muhammad (S.A.W.). Morals can be formed based on logic that morality is the result of efforts i.e. it does not happen by itself. In addition to implementing creative strategies, akhlāq building must be applied into existing education policies of the government, because education is one of the main efforts to guide students the process of adulthood. In Indonesia, there are 18 noble values which must be instilled in the school curriculum. The values are, to be religious, honest, tolerant, discipline, hardworking, creative, independent, democratic, curious, have the spirit of nationalism, love nationalists, respect for achievement, communication, love of peace, love to read, care for the environment, being socialist and responsible (Puskurbuk, 2011). The values of an Indonesian character are instilled in the philosophy of the country and are called „Pancasila‟. It has five basic principles namely: belief in one God, a just and civilized humanity, the unity of Indonesia, democracy led by the

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wisdom of deliberation among representatives of the people and social justice for all.

This national vision is in accordance with the Act of National Education, 2003, in Indonesia, which stipulates the basic, functional and objectives of national education are as follows:

The national education functions to develop the capability, character, and civilization of the nation to enhance its intellectual capacity, and is aimed at developing learners‟ potential so that they become persons imbued with human values who are faithful and pious to one God and only God, who possess morals and noble characters, who are healthy, knowledgeable, competent, creative, independent and as citizens who are democratic and responsible (Act of National Education No 20, 2003).

It is clear that the one of the purposes of education is to be able to develop the potential of learners who possess noble characters. Therefore, moral and religious education in schools or in families, as well as education on moral behaviors must be established continuously and consistently from time to time.

Religious education is known as Islamic education, which are efforts to maintain and develop human nature towards the formation of a whole man (Insan Kamil), in accordance with the norms of Islam. The emphasis of Islamic education is to educate Muslim students on the understanding of Islamic features and instill an Islamic faith in them (Hasan Langgulung, 1998). Islamic principles are the way of life prescribed in the Qur‟an that goes beyond the acts of worship. Moreover, religion also regulates human relationships with God, man's relationship with man, man's relationship with nature and man's relationship with himself. It also regulates the balance and harmony in human life, both as individuals and as members of society to achieve physical and spiritual happiness. That is why Islamic education is an important part of education as a whole. It preserves all aspects of noble attitudes and values embodied in Islam. Islamic religious education should also have three core

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aspects, namely faith, science and charity, which should be inseparable. Moreover, as an educator they should not only teach science to their students, but they are also obliged to teach morality, because morality has higher value than science.

Recently, character education has become important due to moral decadence among students. The phenomenon of moral decadency has led to an emphasis by the government on character education at all levels of education through school curriculums and school cultures since 2010. As the biggest Muslim populated country in the world, Indonesia is apprehensive with the general character of its individuals and the philosophy of the country, as well as the religious values in religious schools.

Thus, one of the main methods to promote character education is by the study of akhlāq using a variety of teaching and learning strategies.

1.2 STATEMENT OF PROBLEM

In the context of the moral development of students, the role of an Islamic educated teacher is extremely vital. They someone who should be can really be looked up to, and is a source of inspiration for everystudent. Therefore, a teacher, especially teachers of Islamic education, need to use special strategies either in learning activities or informal learning activities. The use of these strategies can produce maximum outputs so that learners can develop noble characters. In addition to statutory requirements, Islamic educated teachers must also meet requirements already established by the Directorate of Religious Education which are as follows: 1) Has a Mu‟min, Muslims and Muhsin; 2) Obedience to practice a religion (run the Sharia can provide a good example or be a role model for students); 3) Has the soul of educators and compassion for students and a sincere soul to teach; 4) Have knowledge of the basic science of teaching, especially learning methods; 5) Has extensive scientific

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religious knowledge ; 6) Does not have a disability Rohaniyah Jasmaniyah in him (Zuhairini: 1983).

In the past five years, moral education has become a growing issue in Indonesia. For instance, the Indonesian Minister of National Education, Mohammad Nuh, at the grand opening of a national symposium on “developing cultural education and character”, stated that schools must be an essential agent in educating students‟

characters (Hilda Sabri Sulistyo, 2010). He argued that the decrease of morals, ethics, and cultural values was due to the lack of character education. Thus, he indicated that there was a need for a re-evaluation of schools‟ roles, especially Islamic education teachers, in teaching and learning values and akhlāq. According to Megawangi (2007), character education in Indonesia mostly remains theoretical and does not have any reflection on teaching practices. Ryan and Lickona (1992) affirmed that character education must follow a process of: knowing the good, loving the good, acting good and the needs to involve cognitive (mind), emotional (heart), and physical (hands) aspects of a person.

One way to overcome the problem of akhlāq among students is for an Islamic educated teacher to play a bigger role in the formation of student‟s characters, so that students are not trapped into deeper moral deterioration. This situation will only change when teachers use appropriate strategies to teach moral values in an education system, because teachers are an important element in education and have great influence on the effectiveness of education. Haneef (2005), stated in his book, “If we are to truly liberate ourselves from the dominant paradigms developed in the West, there is a need to develop a methodology for dealing with Western thought”. Thus, teachers as the most important factor in school and should be able to inculcate moral values among their students. Indeed, many studies on character education have been

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conducted, such as the importance of teacher‟s roles, and efficacy, belief and perception in implementing character education (Meidl, 2008; Lucas, 2009; Ampel, 2009).

According to Halstead (2004), teachers have a special responsibility to nurture the young generation and develop their spiritual and moral awareness. Moreover, their lives, beliefs, characters, behaviors and moral integrity are as important as their academic qualifications. Muhammad Romli (2013) found that one of the keys to the success of learning activities, especially akhlāq, was the provision of creative teacher learning designs when teachers wanted to teach Islamic education, because in learning implementation designs, there are various strategies relevant to lesson topics. Hence, a teacher must be able to choose and use appropriate learning strategies according to specified times. Abdul Rahman Saleh (1982) stressed the importance of education methods was derived from the fact that the content of curriculum that was applied cannot be studied efficiently unless it is presented in a certain way. A lack of knowledge in the use of strategies may result in challenges to learn a subject and cause undue waste of effort and time. Thus, a teacher must be able to manage their time better by using strategies appropriate to a subject, so that learning objectives can be achieved. In the previous of study by Wiyani (2014), the researcher found that a lack of cooperation with other teachers was one of the challenges that teachers faced in inculcating moral values in the school. Teachers and schools play an important role in instilling moral values in order to increase the development of students‟ characters (Sharma & Mohite, 2007). Thus, the akhlāq building responsibility of students does not only fall on teachers of Islamic education personally, but also the involvement of other teachers in the school environment. The lack of involvement of teachers has been due to the fact that teachers still think that the task of fostering the morals of

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students is the responsibility of Islamic Education and Counseling teachers only.

Thus, sometimes there is a gap in responsibilities in the process of moral development of students.

In his research at a private secondary school, Nursal Effendi (2013) also stated that limiting factors in the moral development of students were family environments, the environmental society, and the flow of modern globalization. All of these factors greatly affected the lives of all students. According to Brenner (2007) reported that traditional Islamic value are contained in the Sharia, or Islamic law, which dictates both personal piety and societal law and the five basic values hold up in the Sharia are life, religion, intellect, family and wealth. Therefore, Islam preaches that a human being cannot live without these values. In a survey by Zulaikha (2013), it was found that most students lacked an interest and awareness of learning Islamic religious education, and especially religious activities at school. There are two types of interest that have been the primary focus of educational research namely: situational and individual interest (Hidi & Renninger, 2006). Thus, in order to enhance students‟

interest, these two types of interest need to be considered by educators in the field of teaching. The situational factors were: (1) parents‟ influence, (2) Islamic education teachers‟ influence and, (3) the Islamic education curriculum. On the other hand, individual factors were: (1) initial interest that resides within each individual and, (2) learner diversity in learning. Nevertheless, one approach of character education has stated that the best way to implement character education is by integrating character development in all aspects of school life. For instance, through direct instruction, modeling of teachers and various community‐building strategies when and where appropriate. This allows students to develop their thoughts and feelings into behaviors in a variety of school activities (Berkowitz, 1995 as cited in Huitt, 2000; Bauer, 1991;

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Berkowitz, 2005). More strategies are still needed to build morals of students in schools. This requires a strategy that is able to attract and change the mindset of students about the importance of religious education and have noble characters, as well as strategies to deliver moral values (akhlāq) in the classroom or outside, depending on teachers‟ creativity. Therefore, this study will explore the strategies used by Islamic teachers and the factors that support akhlāq building. The study will also identify challenges faced by Islamic education teachers.

1.3 OBJECTIVES OF THE STUDY

The objectives of this study were:

1. To explore the strategies used by Islamic Education teachers in akhlāq building among students in an Islamic Private Secondary School.

2. To identify the factors that supports the strategies of Islamic Education teacher‟s in akhlāq building among students in an Islamic Private Secondary School.

3. To discover the challenges that Islamic Education teachers face in akhlāq building among students in an Islamic Private Secondary School.

1.4 RESEARCH QUESTION

The research questions for this study were:

1. What are the strategies used by Islamic Educated teachers in akhlāq building among students in an Islamic Private Secondary School?

2. To what extent do factors support the strategies of Islamic Education teachers in akhlāq building among students in an Islamic Private Secondary School?

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3. How do Islamic Education teachers face challenges in akhlāq building among students in an Islamic Private Secondary School?

1.5 SIGNIFICANCE OF THE STUDY

The information obtained from this study is expected to draw attention to the efforts and the extent of problems facing Islamic education teachers in schools, especially on issues regarding strategies of Islamic education teaching in akhlāq building among students. Furthermore, the study will help Muslim teenagers or students get better or build their akhlāq Islamiyah. Islamic education plays a significant role in a Muslim‟s life, as asserted by Syed Ali Ashraf (1985:24). He defined Islamic education as “an education which trains the sensibility of pupils in such a manner that in their attitudes to life, their actions and decisions and approach to all kinds of knowledge, they are governed by the deeply felt ethical values of Islam”. This study will also benefit teachers and assist them by applying various methods or strategies in delivering moral values in a school. Furthermore, the study will also benefit Muslim schools because the results of the study may provide them with an opportunity to review the process they are using to teach Islamic education and how to overcome the challenges they face in akhlāq or character building of their students. In addition to this, the study will also make a significant contribution to teachers‟ educational levels by enabling them to reconsider their roles in light of the expectations and desires of students, parents and administrators to suit the needs of students and society.

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10 1.6 LIMITATION OF THE STUDY

This study focuses on the strategies used by Islamic education teachers in akhlāq building and explores how they use akhlāq building strategies in the classroom. It also focuses on the supporting factors and challenges they face during the learning process and teaching akhlāq building. Nevertheless, due to limitations such as cost, time and geographic location, the researcher did not examine the views of all members of the schools, such as students, administrators and parents. Furthermore, the research was only conducted on one secondary school which was an Islamic Private Secondary school in a sub-district of Medan, Indonesia. Therefore, the findings cannot be generalized to other schools.

1.7 DEMOGRAPHIC OF SCHOOL

The present study was conducted at an Islamic private secondary school named Subussalam in one of the sub-districts of the capital city of North Sumatra, Indonesia.

The school was established in 1986 with a vision to excel in achievement, broaden the mastery of science and technology and have exemplary faith, taqwa and a noble character. The school provides many programs to enhance moral values of students based on Islamic culture traits. At the same time, although the Subussalam School is a private school, it falls under the department of religious education and ministry of National Education. Consequently, the school still follows the national curriculum to embed character education traits based on the national philosophy, Pancasila. Thus, this study explores the strategies of Islamic education teaching of akhlāq building among students through the integration of moral values in all subjects.

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11 1.8 DEFINITION OF TERMS

For the purpose of this study, the following definitions of terms were used.

Strategies are the ways in which teachers choose and use learning materials to

achieve learning objectives that have been specified effectively and efficiently to inform, transform and internalize the values of Islam in order to form a complete Muslim personality. According to Wina Wijaya (2009), a strategy is a series of activities including the use of methods and utilization of various resources/strengths that are arranged systematically in learning to achieve certain goals.

Islamic Education is guidance given by someone to someone that he develops

optimally in accordance with the teachings of Islam. When abbreviated, Islamic religious education is guidance to a person in order to become a better Muslim.

Akhlāq is an Arabic term referring to the practice of virtue, morality and good

manners in Islamic Theology and Philosophy. Morality is human nature that can be changed or created to become a good temperament, but it takes time and habituation of a process. This means that it is necessary to have a few supporting factors that can help change morality or behaviors.

Akhlāq is the plural for the word Khulq, which means disposition. "Disposition" is the

faculty (Malakah) of a soul (Nafs), which is the source of all the activities that man performs spontaneously without thinking about them. Malakah is the property of a soul which comes into existence through exercise and repetitive practice and is not easily destroyed.

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A Teacher of Islamic Education is a person whose profession is to be an educator of

Islam.They are responsible to provide knowledge, guidance, and assistance to students in developing cognitive, affective and psychomotor maturity which is in accordance with the teachings of Islam. They need to ensure that Allah and the Prophet is obeyed and that their students should stay away from anything that is prohibited by the religion.

Akhlāq Building can be interpreted as earnest efforts to establish a personality or

morals of children, by means of education and training programs. It is implemented in earnest by educators or teachers of Islamic religion. The spiritual potential of man is nurtured in an optimal way of using the right approach.

1.9 CHAPTER SUMMARY

This chapter started by providing the background of the study and statement of the problem in the present study. Next, the objective of the study is presented to come out three research question. Moreover, the significant of the study explains the urgency of the study, and this is followed by the limitations of study as well as demographic of school to explain the area the study. The end of this chapter is about the operational definition term which explains six (6) terms used through this study.