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Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
Moral Integrity through Religion-based Education
Creating An Integrity Community through
Religion-Based Education
Jakarta,...
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The Impact of Shalat

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"The Impact of Shalat on Student’s Daily Behavior and Their Subjects’ Value: Case Studies on Madrasah Diniyah Ma'hadil-Hasyimy, Pragaan, Sumenep"

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The Impact of Shalat

  1. 1. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 "The Impact of Shalat on Student’s Daily Behavior and Their Subjects’ Value: Case Studies on Madrasah Diniyah Ma'hadil-Hasyimy, Pragaan, Sumenep " Integrity through the Religious Education Akhmad Jayadi, S.E., M.Ec.Dev. Universitas Islam Madura 1. Introduction The obligation to do shalat five times a day for most of moslem is a hard task, except for those who are sincere. It is as revealed by Allah himself in the Qur'an sura al- Baqarah verse 45-46: "And ask for help (to Allah) with patience and (do) shalat. And indeed such a dire, except for people who fervently [2:45]. (They are) those who believe, that they will meet their Lord and that they will return to Him. "[2:46] Shalat, especially the dawn shalat (done around 4 o'clock in the day) is the worship that requires a willingness of moslem. For that, education and practice of shalat should be taught from an early age. Since elementary school, even kindergarten, shalat is practiced and exercised in school. Shalat does not only include the practice of physical movement, but also rote readings, as well as other accompanying knowledge, such as the legal requirement of shalat, pillars (rukun) of shalat, wudu', and others. The complexity of understanding the practice of shalat is the reason why it needs regular practice of shalat since childhood. In order to practice successfully, various teaching methods are applied, ranging from the soft method to the hard one. Islam ordered the parents to instruct shalat for children aged 7 years, and beat the child who left the shalat when they are 10 years old.
  2. 2. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 For children who are under age, the approach used is persuasive one. One approach that successfully implemented is the honesty (integrity) approach. One honesty practice that had been running for more than 3 years was implemented by the students of Madrasah Diniyah Ma'hadil-Hasyimy. Each student was given a book called Laporan Kejujuran Shalat (LKS, integrity report of shalat) that lists the five shalat every day. Students are asked to fill in the column "YES" to any item of shalat that has been established, and fill the "NO" column of the shalat they leave. LKS filling can be done by the students themselves, as well as can be witnessed by the parents (when do shalat at home) or a teacher (when do shalat in school). Every day the parents and teachers evaluate the implementation of student’s shalat. Teachers make a personal note on the student shalat activities. LKS is not included in the subject curricullum, but the LKS still got a special assessment which has four criteria: A (excellent), B (good), C (medium), and D (poor). The goal of LKS is to improve the practice of shalat and honesty. LKS impact not only be measured at proficiency or fluency in shalat, but also in improving the honest behavior of students, both in the implementation of the shalat, and daily behavior of students at school and home. Shalat is the activity of body movement, oral reading and concentration of mind (heart). Recitation of shalat is in Arabic. The more frequent shalat, the better will be the reading of Qur'an. Therefore, filling LKS is expected to improve the ability to read the Qur'an and memorizing short sura in the Qur'an.
  3. 3. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Some subjects directly related to the implementation of the shalat are fiqh (islamic jurisprudence), tajwid (reading the Qur'an) and morality (ethics of personality). Filling LKS is expected to improve students' value in the above three subjects that are closely related with shalat. The problems taken in this study is how the impact of LKS on student’s daily behavior and their subject’s value such as tajwid, fiqh, and akhlaq. Another problem taken were how the parents' opinion on the change of student’s behavior and how the impact of LKS on their own shalat. 2. Literature Review 2.1 Honesty Honesty is the congruence between words and actions. It is consistency of the heart, saying and actions. The honesty requires sincerity. Only people who can be accountable to God could do honesty. The meaning of the word “honest” related with upright and not lying. Honesty means straightness of heart or sincerity. In general, the meaning of honesty is sincerity in implementing the tasks and the ability to not abuse the authority given to him. Honestly is a desirable attitude, even becomes a measure of goodness of a person's behavior. With honesty someone become a person who can be trusted. Trusted to do any work, or trusted to a responsibility, and is believed to keep important secret, either for a person, group, institutions, and even countries (LAN, 2009).
  4. 4. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 2.2 Integrity Integrity is the embodiment of a dedicated identity consistently in applying the principle, and act with positive values that are known or believed. Integrity is the core of the embodiment of attitudes and behavior. Attitudes and behavior is an image of someone’s personality which is seen through physical movement and mind respond to a situation or an object. In the integrity contained the consistency between actions and values. People who have integrity, to live in accord with the principle values. A character regardless of time and place which is always showing obedience to run the code of ethics and morals, holding principles, sincere, honest and trustworthy, disciplined, have the power to maintain steadfastness/steadiness/stability/fullness, and consistent in attitude and behavior (LAN , 2009). 2.3 Shalat Worship according to linguistic meaning is serving, grovel to God (Yunus, 1995:252). While in general terms is the effort both physically and spiritually according to God's command to obtain happiness and safety of life, either for themselves, family, society and the universe (Depdikbud, 1995:364). Shalat according to linguistic meaning is pray, while according to the terms of fiqh are some specific words and deeds started with takbir and ended with salam with some conditions (al-Husainy in Jauharah, 2000:6). In the Indonesian dictionary says that "Shalat is implementing a mandatory ritual worship performed by a mukallaf
  5. 5. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 moslem starting with takbir equipped with a salam, syarat, rukun, movement and certain readings (Depdikbud, 1995:866). 2.4 The Correlation between shalat and integrity, honesty and discipline If one moslem do shalat on the right time and with full compliance, then gradually they will be easier to enforce integrity, honesty, discipline, trust, high morale, do not like to cheat, betray or do things vile and evil. According to Shihab (1992 in Jauharah, 2000:40) shalat is a requirement of common human mind and soul, and a need to create a society which is expected by the human being (insan kamil/perfect moslem). According to Al-Qur `an there are some lessons that can be drawn from the shalat, which are: 1) Is a means to connect people with God (hablum minallah); 2) Shalat and patience as a helper; 3) To prevent from indecency and evil; 4) Having the self-discipline of wisdom over time; 5) To foster a sense of equality, unity, and brotherhood; 6) As a means to maintain personal hygiene; 7) To clean the soul and the human body; 8) To eliminate the disease from the body; 9) Increase happiness/success. Meanwhile, according to Muhammad, (XXXX:61-68) shalat established and implemented with full awareness will give the positive impact in the development of the whole person, among other things: 1) Instill discipline; 2) Instilling love of cleanliness; 3) Can remove stains and sins; 4) Making face clean and clear; 5) Will always be patient and steadfast facing God’s temptation, not easy to sigh and despair; 6) Make people are generous and socially minded, smart, and helpful; 7) Fear and shame to do a sin; 8)
  6. 6. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Dare to face the risk of defending the religion of Allah and Allah; 9) Shalat makes a person always remembers Allah and heart will be calm. 3. Methodology 3.1 Data collection This research is a case study. Sample research are students of class VI of Madrasah Diniyah Ma'hadil-Hasyimy, Kaduara Timur Village, Pragaan Regency, Sumenep District. While the control of the research are students of class VI of Madrasah Diniyah Mabdaul-Falah, Kaduara Barat Village, Larangan Regency, Pamekasan District. Each number of sample and control as many as 22 students. The data in this study come from two sources: secondary sources taken from student report cards, as well as primary sources in the form of questionnaires to the parents. Test in this study consisted of two tests. The first test is the mean difference test of students of Madrasah Diniyah Ma'hadil-Hasyimy comparing between before and after the implementation of the LKS. The second test is the mean difference test between the user of LKS (students of Madrasah Diniyah Ma'hadil-Hasyimy) and non- users of LKS (students of Madrasah Diniyah Mabdaul Falah). The subjects were assessed were tajwid, fiqh and akhlaq. Those three subjects were chosen because those are most associated with the practice of shalat. The impact of the implementation of the shalat can be seen in those subjects. Tajwid is the science of reading the Qur'an, in which the whole shalat is in Arabic reading, and some of the reading is taken from the Qur’an. Fiqh is the science of Islamic Shari'a. One of the
  7. 7. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 chapters in fiqh is about shalat. Akhlaq is subject about ethics. The more often students do shalat, it is expected the better their behavior. 3.2 Data processing To examine the differences between “before and after” the implementation of LKS used Wilcoxon test. According to Sulaiman (2000:79) Wilcoxon test is used to test the hypothesis that the two variables that are two related samples have the same distribution when the data are ordinal form. To test the difference between the “sample and control” applied Run Wald- Wolfowitz test. According to Sulaiman (2000:48), Run Wald-Wolfowitz test is used to test whether two samples come from the same population or different. The analysis tool used was SPSS. 3.3 Hypothesis Wilcoxon test hypotheses are as follows: H0 = student’s value for tajwid, fiqh and akhlaq subjects before the implementation of LKS and after implementation of LKS is the same H1 = student’s value for tajwid, fiqh and akhlaq subjects before the implementation of LKS and after implementation of LKS is different Run Wald-Wolfowitz test hypothesis are as follows: H0 = student’s value for tajwid, fiqh and akhlaq subjects between the user of LKS and non-user of LKS is the same H1 = student’s value for tajwid, fiqh and akhlaq subjects between the user of LKS and non-user of LKS is different
  8. 8. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 The test is carried out with alpha of 5%. Rule acceptance or rejection of the above hypothesis is as follows: If the value of the significance of Wilcoxon test and Run Wald-Wolfowitz test is smaller than alpha (0.05), then H1 is accepted and H0 is rejected. If the value of the significance of Wilcoxon test and Run Wald-Wolfowitz test is bigger than alpha (0.05), then H1 is rejected, and H0 is accepted. 4. Research Result 4.1 The subject’s value differences before and after the implementation of LKS The Wilcoxon test results on the tajwid value of students of Madrasah Diniyah Ma'hadil-Hasyimy are: the mean before the implementation of LKS is 72.91 while the mean after the implementation of LKS is 78.95. The significance value is 0.00. Thus the students’ tajwid value is proved increasing (see appendix 1). The Wilcoxon test results on the fiqh value of students of Madrasah Diniyah Ma'hadil-Hasyimy are: the mean before the implementation of LKS is 73.68 while the mean after the implementation of LKS is 79.32. The significance value is 0.03. Thus the students’ fiqh value is proved increasing (see appendix 2). The Wilcoxon test results on the akhlaq value of students of Madrasah Diniyah Ma'hadil-Hasyimy are: the the mean before the implementation of LKS is 76.36 while the mean after the implementation of LKS is 80.77. The significance value is 0.027. Thus the students’ akhlaq value is proved increasing (see appendix 3). 4.2 The subject’s value differences between the user and non-user of LKS
  9. 9. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 The Run Wald-Wolfowitz Test results on tajwid mean value of Madrasah Diniyah Ma'hadil-Hasyimy students (sample) is 78.95, while the mean value of Madrasah Diniyah Mabdaul-Falah students (control) is 78.18. The significance value is 0.767. Thus the tajwid value between the sample and control is not proved different (see appendix 4). The Run Wald-Wolfowitz Test results on fiqh mean value of Madrasah Diniyah Ma'hadil-Hasyimy students (sample) is 79.32, while the mean value of Madrasah Diniyah Mabdaul-Falah students (control) is 70.04. The significance value is 0.021. Thus the fiqh value between the sample and control is proved different (see appendix 5). The Run Wald-Wolfowitz Test results on akhlaq mean value of Madrasah Diniyah Ma'hadil-Hasyimy students (sample) is 80.77, while the mean value of Madrasah Diniyah Mabdaul-Falah students (control) is 74.90. The significance value is 0.077. Thus the akhlaq value between the sample and control is not proved different (see appendix 6). 4.3 Impact on daily behavior Based on the results of the questionnaire it is obtained that 21 (95%) of parents stated that their children more honest (better) in their daily behavior. A number of 1 (5%) parent stated that the behavior of their children remains the same as before (see appendix 7).
  10. 10. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 The next impact of the LKS can be seen in which 19 parents (86%) stated that they are affected by their children to be more diligent in doing shalat, while the rest 3 parents (14%) remained unaffected (see appendix 8). 5. Conclusion This research proves that shalat by filling the LKS significantly increase the value of tajwid, fiqh and akhlaq subjects of Madrasah Diniyah Ma'hadil-Hasyimy students. Shalat that are conducted regularly and discipline makes the students easier to read Qur’an, understand the rukun of shalat, as well as improve their behavior of their daily lives. This research also proves that the value of fiqh subject of Madrasah Diniyah Ma'hadil-Hasyimy students (user LKS) was significantly higher than that of Madrasah Diniyah Mabdaul Falah students (non-users LKS), while the value of both tajwid and akhlaq subjects are not differ significantly. Another impact of shalat is the change of the students' daily behavior, where students are more honest than that of before. Shalat by filling the LKS also helps the parents to improve their shalat practice.
  11. 11. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 References Departemen Agama (2008), Al-Qur’an dan Terjemahannya. Bandung, Penerbit Diponegoro. Departemen Pendidikan dan Kebudayaan/Depdikbud (1995), Kamus Besar Bahasa Indonesia. Jakarta, Balai Pustaka. Jauharah (2000), Pengaruh Pendidikan Fiqh terhadap Pelaksanaan Ibadah Shalat bagi Siswa MTs.N Islamiyah Asembagus, Situbondo (Thesis). Situbondo, IAI Ibrahimy. Lembaga Administasi Negara/LAN (2009), Integritas dan Komitmen (Bahan Ajar Diklat Prajabatan Golongan III). Jakarta. Muhammad, Abu Bakar (no year), Membangun Manusia Seutuhnya menurut al-Qur’an. Surabaya, al-Ikhlas. Sulaiman, Wahid (2005), Statistik Non-Parametrik (Contoh Kasus dan Pemecahannya dengan SPSS). Yogyakarta, Penerbit Andi. Yunus, Mahmud (1995), Kamus Arab-Indonesia. Yogyakarta, YPP-al-Qur’an.
  12. 12. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Appendix 1 Wilcoxon test on tajwid value before and after the implementation of LKS NPar Tests Wilcoxon Signed Ranks Test Appendix 2 Wilcoxon test on fiqh value before and after the implementation of LKS NPar Tests Descriptive Statistics 22 72.9091 12.52772 60.00 93.00 22 78.9545 13.12750 60.00 98.00 taj_pre taj_pos N Mean Std. Dev iation Minimum Maximum Ranks 2a 2.50 5.00 19b 11.89 226.00 1c 22 Negativ e Ranks Positive Ranks Ties Total taj_pos - taj_pre N Mean Rank Sum of Ranks taj_pos < taj_prea. taj_pos > taj_preb. taj_pos = taj_prec. Test Statisticsb -3.849a .000 Z Asy mp. Sig. (2-tailed) taj_pos - taj_pre Based on negativ e ranks.a. Wilcoxon Signed Ranks Testb.
  13. 13. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Wilcoxon Signed Ranks Test Appendix 3 Wilcoxon test on akhlaq value before and after the implementation of LKS NPar Tests Wilcoxon Signed Ranks Test Descriptive Statistics 22 73.6818 8.62657 60.00 90.00 22 79.3182 13.69875 60.00 95.00 f iq_pre f iq_pos N Mean Std. Dev iation Minimum Maximum Ranks 4a 6.63 26.50 16b 11.47 183.50 2c 22 Negativ e Ranks Positive Ranks Ties Total f iq_pos - fiq_pre N Mean Rank Sum of Ranks f iq_pos < f iq_prea. f iq_pos > f iq_preb. f iq_pos = f iq_prec. Test Statisticsb -2.933a .003 Z Asy mp. Sig. (2-tailed) f iq_pos - f iq_pre Based on negativ e ranks.a. Wilcoxon Signed Ranks Testb. Descriptive Statistics 22 76.3636 10.37187 60.00 98.00 22 80.7727 12.62625 60.00 97.00 akh_pre akh_pos N Mean Std. Dev iation Minimum Maximum
  14. 14. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Appendix 4 Run Wald-Wolfowitz test on tajwid value between the sample and control NPar Tests Wilcoxon Signed Ranks Test Ranks 7a 8.36 58.50 15b 12.97 194.50 0c 22 Negative Ranks Positive Ranks Ties Total akh_pos - akh_pre N Mean Rank Sum of Ranks akh_pos < akh_prea. akh_pos > akh_preb. akh_pos = akh_prec. Test Statisticsb -2.209a .027 Z Asy mp. Sig. (2-tailed) akh_pos - akh_pre Based on negativ e ranks.a. Wilcoxon Signed Ranks Testb. Descriptive Statistics 22 78.9545 13.12750 60.00 98.00 22 78.1818 6.82179 70.00 90.00 taj_mh taj_mf N Mean Std. Dev iation Minimum Maximum
  15. 15. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Appendix 5 Run Wald-Wolfowitz test on fiqh value between the sample and control NPar Tests Wilcoxon Signed Ranks Test Ranks 13a 9.54 124.00 8b 13.38 107.00 1c 22 Negativ e Ranks Positive Ranks Ties Total taj_mf - taj_mh N Mean Rank Sum of Ranks taj_mf < taj_mha. taj_mf > taj_mhb. taj_mf = taj_mhc. Test Statisticsb -.296a .767 Z Asy mp. Sig. (2-tailed) taj_mf - taj_mh Based on positiv e ranks.a. Wilcoxon Signed Ranks Testb. Descriptive Statistics 22 79.3182 13.69875 60.00 95.00 22 70.0455 8.72040 60.00 90.00 f iq_mh f iq_mf N Mean Std. Dev iation Minimum Maximum
  16. 16. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Appendix 6 Run Wald-Wolfowitz test on akhlaq value between the sample and control NPar Tests Wilcoxon Signed Ranks Test Ranks 15a 13.17 197.50 7b 7.93 55.50 0c 22 Negativ e Ranks Positive Ranks Ties Total f iq_mf - f iq_mh N Mean Rank Sum of Ranks f iq_mf < f iq_mha. f iq_mf > f iq_mhb. f iq_mf = f iq_mhc. Test Statisticsb -2.307a .021 Z Asy mp. Sig. (2-tailed) f iq_mf - f iq_mh Based on positiv e ranks.a. Wilcoxon Signed Ranks Testb. Descriptive Statistics 22 80.7727 12.62625 60.00 97.00 22 74.9091 6.80972 60.00 90.00 akh_mh akh_mf N Mean Std. Dev iation Minimum Maximum
  17. 17. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 Appendix 7 Appendix 8 Ranks 14a 12.93 181.00 8b 9.00 72.00 0c 22 Negativ e Ranks Positive Ranks Ties Total akh_mf - akh_mh N Mean Rank Sum of Ranks akh_mf < akh_mha. akh_mf > akh_mhb. akh_mf = akh_mhc. Test Statisticsb -1.770a .077 Z Asy mp. Sig. (2-tailed) akh_mf - akh_mh Based on positiv e ranks.a. Wilcoxon Signed Ranks Testb. 21 (95%) 1 (5%) Impact of Shalat on Student's Daily Behavior better same
  18. 18. Moral Integrity through Religion-based Education Creating An Integrity Community through Religion-Based Education Jakarta, April 2, 2013 19 (86%) 3 (14%) Impact of LKS on Parent's Shalat affected not

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