Upaya Madrasah dalam Membentuk Karakter Religius Siswa Melalui Metode Pembiasaan di Madrasah Aliyah Negeri 2 Ponorogo

Abstract

This purpose of this research is to analyze the implementation, impact, and supporting and inhibiting factors encountered in the implementation of the habituation method in shaping the religious character of students. This research method uses a qualitative approach and the type of research is a case study. Data collection techniques include observation, interviews, and documentation. Data analysis techniques using Miles and Huberman Theory. The results of the study found that: (1) the implementation of the habituation method in shaping the religious character of students at MAN 2 Ponorogo was through routine activities which included: a) 5 S (smile, greeting, greeting, polite, and courteous), b) praying before and after learning, c) chanting Asmaul Husna, d) reading the Qur'an, e) Dhuhur prayer in congregation, f) Friday donation, g) cult study after midday prayer, (2) the impact of implementing habituation methods on character religious beliefs of students at MAN 2 Ponorogo, namely: a) the dimension of belief, students memorize the Asmaul Husna and always pray when starting or ending something, b) the dimension of worship practice, students pray on time and are carried out in congregation, c) the dimension of experience, students become more solemn, sincere, and responsible in worship, d) the knowledge dimension, students become aware of the application of tajwid in reading the Qur'an, e) the practice dimension, students become more diligent in giving alms, (3) there are factors people and obstacles to the implementation of the habituation method in shaping the religious character of students at MAN 2 Ponorogo. Supporting factors include: a) internal factors that come from within the students themselves such as the intention to improve themselves, b) external factors that come from outside themselves such as mentoring from teachers and facilities provided by madrasas. The inhibiting factors include: a) internal factors that come from within the students themselves such as a sense of laziness and diverse educational backgrounds of students, b) external factors that come from outside themselves such as the influence of friends.