PENGARUH FAKTOR INTERNAL DAN EKSTERNAL TERHADAP HASIL PENILAIAN AFEKTIF SANTRI DI PONDOK PESANTREN DINIYYAH PUTRI LAMPUNG

FADILA, RAHMAH (2026) PENGARUH FAKTOR INTERNAL DAN EKSTERNAL TERHADAP HASIL PENILAIAN AFEKTIF SANTRI DI PONDOK PESANTREN DINIYYAH PUTRI LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (41MB)
	PDF Restricted to Repository staff only Download (41MB)

Abstract

ABSTRAK Penelitian ini berangkat dari paradigma pendidikan Islam yang menempatkan pembentukan ranah afektif sebagai dimensi esensial dalam proses pendidikan, bukan sekadar sebagai konsekuensi dari penguasaan aspek kognitif. Meskipun sistem pendidikan pesantren dirancang secara sistematis untuk membentuk sikap dan karakter religius, pada praktiknya tingkat internalisasi nilai afektif santri menunjukkan variasi yang signifikan. Kondisi ini menegaskan perlunya kajian empiris yang menelaah faktor-faktor internal dan relasional yang memengaruhi pembentukan ranah afektif santri dalam konteks pendidikan berasrama. Penelitian ini bertujuan untuk menganalisis pengaruh motivasi belajar agama, kedekatan emosional dengan orang tua, peran ummi asrama, dan lingkungan pondok pesantren terhadap hasil penilaian ranah afektif santri di Pondok Pesantren Diniyyah Putri Lampung. Penelitian menggunakan pendekatan kuantitatif dengan analisis regresi linier berganda. Sampel penelitian terdiri atas 237 santri yang dipilih melalui teknik proportional random sampling. Hasil penelitian menunjukkan bahwa motivasi belajar agama berpengaruh signifikan terhadap hasil penilaian afektif santri dengan arah hubungan negatif, yang mengindikasikan kecenderungan dominannya motivasi bersifat normatif dan ekstrinsik. Kedekatan emosional dengan orang tua dan peran ummi asrama menunjukkan pengaruh signifikan dan bermakna terhadap pembentukan ranah afektif santri. Sementara itu, lingkungan pondok pesantren tidak berfungsi sebagai determinan langsung pembentukan afektif, melainkan sebagai konteks habituasi yang efektivitasnya sangat bergantung pada proses pembinaan personal dan kualitas relasi edukatif. Secara simultan, keempat variabel memberikan kontribusi yang kuat terhadap variasi hasil penilaian afektif santri dengan nilai koefisien determinasi sebesar 0.784. Kebaruan penelitian ini terletak pada temuan empiris yang menunjukkan bahwa pembentukan ranah afektif santri di lingkungan pesantren lebih ditentukan oleh kualitas relasi emosional dan keteladanan pendidik dibandingkan oleh motivasi belajar agama yang bersifat formal serta lingkungan institusional semata. Dengan mengintegrasikan Self-Determination Theory, Attachment Theory, Social Learning Theory, Ecological System Theory, dan Taksonomi Afektif Bloom, penelitian ini menegaskan bahwa pembinaan afektif santri merupakan proses relational–affective yang berlangsung melalui interaksi bermakna dan internalisasi nilai, bukan semata-mata melalui instruksi dan kepatuhan normatif. Temuan ini memberikan kontribusi konseptual bagi pengembangan pendidikan pesantren yang berorientasi pada penguatan karakter melalui pendekatan edukatif yang humanis dan reflektif. Kata kunci: ranah afektif, pendidikan pesantren, motivasi belajar agama, peran ummi asrama, kedekatan emosional. ABSTRACT This study is grounded in the paradigm of Islamic education that positions affective development as a fundamental dimension of the educational process rather than merely an outcome of cognitive achievement. Although pesantren education is systematically designed to cultivate students’ religious attitudes and character, empirical observations indicate considerable variation in students’ affective internalization. This condition underscores the need for an in-depth examination of internal and relational factors influencing affective development within a residential Islamic education context. This study aims to analyze the influence of religious learning motivation, emotional attachment to parents, the role of ummi asrama (dormitory educators), and the pesantren environment on students’ affective assessment outcomes at Diniyyah Putri Islamic Boarding School. A quantitative approach was employed using multiple linear regression analysis. The sample consisted of 237 students selected through proportional random sampling. The findings indicate that religious learning motivation significantly influences affective outcomes with a negative direction, suggesting the predominance of normative and extrinsic motivational orientations. Emotional attachment to parents and the role of ummi asrama demonstrate significant and meaningful contributions to students’ affective development. Meanwhile, the pesantren environment does not function as a direct determinant of affective outcomes but rather serves as a habituation context whose effectiveness depends on personal guidance and relational mediation. Collectively, the four variables account for a substantial proportion of variance in affective outcomes, with a coefficient of determination (R²) of 0.784. The novelty of this study lies in its empirical evidence that affective development in pesantren education is shaped more by emotional attachment and educator role modeling than by formal religious motivation and institutional environment alone. By integrating Self-Determination Theory, Attachment Theory, Social Learning Theory, Ecological System Theory, and Bloom’s Affective Taxonomy, this study conceptualizes affective education as a relational–affective process grounded in meaningful interaction and value internalization rather than an instructional–cognitive framework. These findings contribute to the advancement of Islamic education scholarship by highlighting emotionally grounded and humanistic approaches to character education in residential schooling contexts. Keywords: affective domain, Islamic boarding school, religious learning motivation, educator role, emotional attachment. ُ ُصَّخَل ُ ملا ُ ِبَِ ت ْ عَ ت ِتَِّ ل َ ا ، ّْ يِ م َلَْ سِْلْا ِ مي ِ ل ْ عَّ تلا ِ ةَ ف َ سْ لَ ف ىَ ل َ ع ُثْ حَ بْلا اَذ َ ى ُ دِ مَ ت ْ ع َ ي ْ نِ م اِّ ي ِ سا َ سَأ ا ً ء ْ ز ُ ج ّْ يِ ف ِ طا َ عْلا ِ لا َ ج َ مْلا َ نيِوْكَ ت ْلا اَذ َ ى َفْ ل َ خ ُفِ ق َ ي ِتَِّ لا َ ة َ ر ِ ىاَّظلا َّنِ إ . ِ ةَ فِ ر ْ ع َ مْ ل ِ ل ٍلْ قَ ن َ دَّ رَُ مُ َ سْ يَل َ و ، ِ ةَّ ي ِ مي ِ ل ْ عَّ تلا ِ ةَّ ي ِ ل َ م َ عْلا ِِ َُُلَِ ت ْ خ ِ ِا َ يِ ى ِ ثْ حَ ب ْلا ِبا َ عي ِ ت ْ سا ِِ ِحا َ جَّنلا ى َ وَ ت ْ سُ م ِِ ٍ ة َ سِ نا َ جَ ت ُ م ٍ ة َ ئيِ ب ِِ ْ م ِ ى ِ دو ُ ج ُ و ْ نِ م ِ مْغَّ رلا ىَ ل َ ع ِبَّلَُّطلا َْيَْ ب ِ ةَّ ي ِ ف ِ طا َ عْلا ِ م َ ي ِ ق َلَِ ب يِ رْ تو ُ ب َ ةَّ ي ِ ني ِ د ّْ يِ م َلَْ سِْلْا ِ د َ ه ْ ع َ مْ ل ِ ل َ زّْ ي َ مَ ت ُ مْلا َ قا َ يّْسلا َّنِ إ . ٍ ةَّ ي ِ ل ِ خا َ د ٍ ةَّ ي ِ م َلَْ سِ إ ٍ ة َ س َ رْ د َ م ّْ بَط ُ ي يِ ذَّ لا ، ْ ْْ نوُ ْنْج َ ماَظِ ن ُ ق ِ جِ را َ ْلْا َ و ِ ةَّ ي ِ ل ِ خاَّدلا ِلِ ما َ و َ عْلا ِ ة ََ هَا َ سُ م ِ م ْ هَ ف ِ ل اِّ مِ ه ُ م َثْ حَ بْلا اَذ َ ى ُ لَ ع َْيَ ، ِ ةَّ ي ِ ل ِ خاَّدلا ِسِ را َ د َ مْلا ِفِ ِا َ و َ مْلا ِنيِوْكَ ت ِِ ِ ةَّ ي . ِبَّلَُّطل ِ ل ِ ةَّ ي ِ نيّْدلا اَّدلا ِيرِ ثْأَ ت ِلي ِ ل َْتَ َلَِ إ ُثْ حَ بْلا اَذ َ ى ُُِ د ْ ه َ ي ِ ر ْ وَ د َ و ،ِن ْ ي َ د ِ لا َ وْلا َ ع َ م ّْ يِ ف ِ طا َ عْلا ِبُ را َ قَّ تلا َ و ،ِ مُّ ل َ عَّ تل ِ ل ّْ ِنِيّْدلا ِ ع ِ ف « يّْ مُأ ا َ ما َ ر ْ سَأ » ُّطل ِ ل ّْ يِ ف ِ طا َ عْلا ِ ميِ ي ْ قَّ تلا ِِْ ئا َ تَ ن ىَ ل َ ع ّْ يِ م َلَْ سِْلْا ِ د َ ه ْ ع َ مْلا ِ ة َ ئيِب َ و ، ِ د َ ه ْ ع َ مْلا ِ ة َ خَ ي ِ شِ ب ىَّ م َ سُ ي ْ يَأ ٌ ءا َ و َ س ، ِبَّلَ َك ِ را َ دِ ْنْ ِ ِا ِ تاَّ ي ِ ن ْ ق ِ ت َ ع َ م اِّ يّْ مَك ا ً جْ هَ ن ِ ثْ حَ بْلا ُ ةَ قيِ رَط ْتَ مَ دْ خَ ت ْ سا .ا ً ن ِ ما َ زَ ت ُ م ْ وَأ اِّ ي ِ ئ ْ ز ُ ج َكِ لَذ َ نا . ِ دّْد َ عَ ت ُ مْلا ّْ يّْطَ ْلْا ْ نِ م ِ ثْ حَ بْلا ُ ةَ نّْ ي َ ع ْتَ فَّ لَأَ ت 732 ّْ ي َ عْلا ِ تاَّ ي ِ ن ْ ق ِ ت ِ لَلَِ خ ْ نِ م او ُ يرِ ت ْ خا َ ني ِ ذَّ لا ا ً ب ِ لاَط . ِ ةَّ يِ ب ْ سّْنلا ِ ةَّ ي ِ ئا َ وْشَ عْلا ِ تا َ ن ا َ م ُ َ لَ ِ د َ ه ْ ع َ مْلا ِ ة َ خي ِ شْ با َ ر ْ وَ د َ و ِن ْ ي َ د ِ لا َ وْلا َْيَْ ب َّ يِ ف ِ طا َ عْلا َ بْ رُ قْلا َّنَأ َلَِ إ ِ ثْ حَ بْلا ُ ِْ ئا َ تَ ن ُ يرِ شُ ت ِ لا َ ج َ مْلا ىَ ل َ ع ٌ يرِ بَك ٌ يرِ ثْأَ ت َ ع ِ فاَّدلا َّنَأ ا َ مَك . ِ ة َ بَ لَّطل ِ ل ّْ ِلِا َ ع ِ فْ ن ِ ِا ِ د َ ه ْ ع َ مْلا َ ة َ ئيِ ب َّنَأ ِيِْ ح ِِ ،ّّ ِبِْ ل َ س ُ وَّن ِ كَل َ و ٌ يرِ بَك ٌ يرِ ثْأَ ت ُ وَل ِ مُّ ل َ عَّ تل ِ ل َّ ِنِيّْدلا ْأَ ت ا َ َ لَ َ ة َ ع َ ب ْ رَْلْا ِ تا َ رّْ ي َ غَ ت ُ مْلا َّنِ إَ ف ، ِ و ِ سْ فَ ن ِ تْ ِ َ وْلا ِِ َ و . ّّ يِ ئ ْ ز ُ ج ٌ يرِ ثْأَ ت ا َ َ لَ َ سْ يَل ّْ يِ م َلَْ سِْلْا ا َ عُ ِ ِ ٌ يرِ بَك ٌ يرِ ث ُ و ُ ت َ مي ِ ِ ِ دي ِ دَْتَ ِلِ م 4.2.0 . ِبَّلَُّطلا ىَ دَل ِ ةَّ ي ِ نيّْدلا ِ ر ِ عا َش َ مْلا ِنيِوْكَ ت ِِ ٍ ةَّيِوَ ِ ٍ ة ََ هَا َ سُ م َلَِ إ ُ يرِ شُ ي اَّ ِ مِ ، َ عْلا ِ تاَ ِ َلََ عْلا ِ لَلَِ خ ْ نِ م ً ةَّ ي ِ لا َ عَ ف َ رَ ثْكَأ ُنوُك َ ي َّ يِ ف ِ طا َ عْلا َ وي ِ ج ْ وَّ تلا َّنَأ ُثْ حَ بْلا اَذ َ ى ُ دّْكَ ؤ ُ ي ، ِ ة َ وْ دُ قْلا َ و ، ِ ةَّ ي ِ ف ِ طا . ُ هَ د ْ ح َ و ّْ يِ مي ِ ل ْ عَّ تلا ِْْ هَّ نلا ِ لَلَِ خ ْ نِ م ٌلاَّعَ ف ِ و ِ ن ْ وَك ْ نِ م َ رَ ثْكَأ ِبا َ عي ِ ت ْ س ِ ِا َ و :ُةَّي ِ سي ِ ئَّ رلاُ ُتا َ مِ لَكْلا ُ ا ِ مُّ ل َ عَّ تل ِ ل ُ ع ِ فاَّدلا ، ِ ةَّ ي ِ م َلَْ سِْلْا ِ د ِ ىا َ ع َ مْلا ِِ ُ مي ِ ل ْ عَّ تلا ، ُّ يِ ف ِ طا َ عْلا ُلا َ ج َ مْلا ، َيّْْ ب َ ر ُ مْلا ُ ر ْ وَ د ، ّْ ِنِيّْدل . ُّ يِ ف ِ طا َ عْلا ُ بُ را َ قَّ تلا

Actions (login required)

View Item