PERAN GURU DALAM KONSTRUKSI BUDAYA RELIGIUS SEKOLAH STUDI KASUS DI MTS ROUDLOTUN NASYIIN

Izza, Rohmatul, 52205120019 and Rohmad, Muhammad Ali, 0725108601 and Syarif, Muhammad, 0712127308 (2026) PERAN GURU DALAM KONSTRUKSI BUDAYA RELIGIUS SEKOLAH STUDI KASUS DI MTS ROUDLOTUN NASYIIN. Bachelor thesis, Universitas Islam Majapahit.

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Abstract

Di tengah arus modernisasi yang kerap menggeser nilai-nilai spiritual generasi muda, madrasah dituntut hadir bukan sekadar sebagai lembaga transfer pengetahuan agama, melainkan sebagai ruang pembentukan karakter religius yang hidup dan berkelanjutan, dengan guru sebagai aktor kunci yang membentuk kebiasaan siswa hingga mengakar menjadi budaya. Penelitian ini ditujukan guna mendeskripsikan peran guru dalam membangun budaya religius sekolah dan menganalisis proses konstruksinya berdasarkan teori konstruksi sosial Peter L. Berger dan Thomas Luckmann, dipadukan dengan teori behavioristik B. F. Skinner untuk menjelaskan mekanisme pembentukan perilaku religius melalui pembiasaan dan penguatan (reinforcement). Penelitian ini menerapkan pendekatan kualitatif jenis studi kasus, dengan data dihimpun melalui observasi, wawancara, dan dokumentasi, dianalisis menggunakan model interaktif Miles, Huberman, dan Creswell, serta diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil penelitian mengungkapkan bahwasanya budaya religius terbentuk melalui dua proses yang saling melengkapi: secara sosial, budaya ini dikonstruksi lewat sinergi kepala sekolah, guru, siswa, dan lingkungan pesantren melalui tahapan eksternalisasi, objektivasi, serta internalisasi; secara perilaku, kebiasaan religius siswa terbentuk melalui stimulus dan penguatan berulang yang diberikan guru dalam praktik keagamaan seperti doa bersama, salat berjamaah, istighosah, dan tahlil. Guru berperan multidimensi sebagai teladan, motivator, pembimbing, fasilitator, sekaligus agen budaya sekolah, sehingga perilaku religius yang awalnya dibentuk melalui pembiasaan berkembang menjadi budaya yang melekat dan dipertahankan oleh seluruh warga sekolah. Penelitian ini menegaskan bahwa teori konstruksi sosial dan teori behavioristik saling melengkapi dalam menjelaskan bagaimana budaya religius terbentuk, bukan sebagai hasil instan, melainkan buah dari komitmen kolektif dan proses pembiasaan yang konsisten dan berkelanjutan. Amid the tide of modernization that often erodes the spiritual values of the younger generation, madrasah are called to be more than institutions for transmitting religious knowledge they must become living spaces where religious character is continuously shaped, with teachers as key actors who cultivate students' habits into an enduring culture. This study aims to describe the role of teachers in building a school's religious culture and to analyze its construction process using Peter L. Berger and Thomas Luckmann's social construction theory, combined with B. F. Skinner's behavioristic theory to explain how religious behavior is formed through habituation and reinforcement. Employing a qualitative case study approach, data were gathered through observation, interviews, and documentation, analyzed using the Miles, Huberman, and Creswell interactive model, with validity ensured through source and technique triangulation. The findings show that religious culture is formed through two complementary processes: socially, it is constructed through the synergy of school principals, teachers, parents, students, and the pesantren environment via the stages of externalization, objectivation, and internalization; behaviorally, students' religious habits are shaped through repeated stimulus and reinforcement provided by teachers in practices such as communal prayer, congregational worship, istighosah, and tahlil. Teachers perform multidimensional roles as role models, motivators, mentors, facilitators, and agents of school culture, so that religious behavior first shaped through habituation develops into a culture embraced and sustained by the entire school community. This study affirms that social construction theory and behavioristic theory complement one another in explaining how religious culture is formed not as an instant outcome, but as the fruit of collective commitment and a consistent, sustained process of habituation.

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