Strategi Kepala Sekolah dalam Penerapan Budaya Religius di SMP Swasta Sinar Husni Helvetia

Abstract

This research was conducted to gain an understanding of the theme of
this research, namely the principal's strategy in implementing religious culture at
Sinar Husni Helvetia Private Middle School, which consists of the principal's steps
in his strategy, implementation of religious culture (customs), and inhibiting and
supporting factors in advancing The principal's strategy in implementing religious
culture at Sinar Husni Helvetia Middle School. Meanwhile, the research method
used is a qualitative method which is descriptive and predominantly uses analysis.
This research comes from several clear informants, the first is an informant from
the school principal, the second is an informant from the deputy principal, the third
is a religious teacher informant, and the fourth is an informant from students. The
data collection methods used for this research were observation, interviews and
documentation. The stages of the data collection or data reduction process,
drawing conclusions and presenting data are the Miles & Huberman data analysis
model. The results of this research show that; Firstly, the strategies used or used
by the principal to implement religious culture at Sinar Husni Helvetia Private
Middle School are cultural strategies (habituation), role model strategies
(exemplary), and finally cooperation strategies (partnership). Second, the
implementation of culture or religious habits in schools through the example
method and habituation to good things that are often done by schools, namely
habits or culture such as; in everyday application but which is often ignored by
today's young people, namely the 3S of smiling, saying hello, saying hello. The
next habit is to carry out the noon prayer every day in congregation and have a
separate punishment for not carrying it out, as well as celebrating Islamic holidays,
listening to religious sermons every week with different ustadz, reading prayers
and reciting verses from the holy Koran. in the form of short surahs or surahs that
students have memorized before starting class lessons. Third, the inhibiting and
supporting factors for the implementation of this religious culture include; The
supporting factors are the discipline of teachers and students, good infrastructure
so that they can support the implementation of teaching and learning activities and
preserve religious cultural habits, the unity of the school community and strong
commitment, while the inhibiting factor is the reduced awareness of students or
learners