ANALISIS BUDAYA RELIGIUS SEKOLAH DALAM PERKEMBANGAN KECERDASAN EMOSIONAL PESERTA DIDIK DI SMA ISLAM GLOBAL SURYA BANDAR LAMPUNG

HERLINA, Binti Aki Wijaya (2026) ANALISIS BUDAYA RELIGIUS SEKOLAH DALAM PERKEMBANGAN KECERDASAN EMOSIONAL PESERTA DIDIK DI SMA ISLAM GLOBAL SURYA BANDAR LAMPUNG. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Budaya religius sekolah memiliki peran penting dalam membentuk karakter dan perkembangan kecerdasan emosional peserta didik. Sekolah sebagai lembaga pendidikan tidak hanya berfungsi mentransfer pengetahuan, tetapi juga bertanggung jawab dalam menanamkan nilai-nilai spiritual, moral, dan sosial. SMA Islam Global Surya Bandar Lampung sebagai sekolah berbasis Islam menerapkan budaya religius melalui pembiasaan ibadah, keteladanan, serta internalisasi nilai-nilai keislaman dalam kehidupan sekolah. Penelitian ini bertujuan untuk menganalisis budaya religius sekolah, penerapannya, serta dampaknya terhadap perkembangan kecerdasan emosional peserta didik di SMA Islam Global Surya Bandar Lampung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian meliputi kepala sekolah, guru Pendidikan Agama Islam (PAI), dan peserta didik. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dokumentasi, dan angket. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa budaya religius di SMA Islam Global Surya Bandar Lampung terbentuk melalui kegiatan ibadah dilaksanakan secara rutin penerapannya seperti salat dzuhur dan dhuha berjamaah, dan tadarus AlQur‟an bersama. Pembiasaan Religius penerapannya seperti mengucapkan salam, berdo‟a sebelum belajar, menjaga kebersihan, bersikap sopan, pembiasaan perilaku jujur dan disiplin. Internalisasi Nilai-Nilai Karakter religius penerapannya seperti jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Hubungan vertikal dan horizontal penerapannya seperti kegiatan berdzikir dan tolong menolong, kepedulian terhadap sesame dan kerja sama. Selain itu, terdapat program keagamaan khusus penerapannya seperti pesantren kilat, tadarus Bersama, lomba keagamaan, Jum‟at bersih, Jum‟at berkah, dan program hari besar Islam . Budaya religius tersebut berkontribusi dalam membentuk peserta didik yang berkarakter baik, disiplin, bertanggung jawab, serta memiliki kepedulian sosial yang tinggi. ABSTRACT School religious culture plays an important role in shaping students’ character and emotional intelligence development. Schools as educational institutions function not only to transfer knowledge but also to instill spiritual, moral, and social values. SMA Islam Global Surya Bandar Lampung, as an Islamic-based school, implements a religious culture through the habituation of worship activities, exemplary conduct, and the internalization of Islamic values in school life. This study aims to analyze school religious culture, its implementation, and its impact on the development of students’ emotional intelligence at SMA Islam Global Surya Bandar Lampung. This study used a qualitative approach with descriptive methods. The subjects included the principal, Islamic Religious Education (PAI) teachers, and 31 students. Data collection techniques included observation, in-depth interviews, documentation, and questionnaires. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. Data validity was tested through triangulation of sources, techniques, and time. The results of the study indicate that religious culture at Global Surya Islamic High School in Bandar Lampung is formed through several main programs integrated into school activities. Worship activities are carried out routinely through congregational Dzuhur and Dhuha prayers, collective Quran recitation, and prayers before and after learning activities. These activities shape the discipline of worship while strengthening the spiritual values of students in daily life in the school environment. Religious habits are implemented through a culture of greeting, smiling, and greetings among school members, as well as the habit of maintaining cleanliness and order in the environment. Internalization of Religious Character Values is focused on the formation of honesty, discipline, and responsibility. These values are instilled through teacher role models, school regulations, and various learning activities and daily activities of students. Vertical and Horizontal relationships are also an important part of the school's religious culture. Vertical relationships are realized through dhikr activities as a form of strengthening the relationship with Allah SWT. Meanwhile, horizontal relationships are reflected in the attitude of mutual assistance among school members, which fosters a sense of brotherhood, empathy, and social solidarity. In addition, there are Special Religious Programs that support the strengthening of religious culture, such as the Friday Alms program, as well as Rohis (Islamic study group) and Al-Quran memorization (Tahfidz). This religious culture contributes to developing students with good character, discipline, responsibility, and a strong sense of social responsibility.

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