Peran Guru Pendidikan Agama Islam dalam Mensosialisasikan Qanun Nomor 11 Tahun 2002

Abstract

This study aimed to investigate (1) the implementation of Islamic education teachers in promoting Qanun Number 11 of 2002 concerning the Muslim dress code at SMKN (Public Vocational High School) Banda Aceh, (2) the results of the Islamic religious education teacher programs implementation in disseminating Qanun Number 11 of 2002 concerning the Muslim dress code at SMKN Banda Aceh, and (3) the inhibiting factors of the implementation of Islamic education teacher in disseminating Qanun Number 11 of 2002 at the SMKN Banda Aceh. The study that using a qualitative approach were collected data from the interview, documents, and observation. The data then analyzed through data reduction, data display, and data verification. The results of this study revealed that in developing the students’ Islamic dress practice, the teachers of Islamic education have taught and provided examples of how to dress in Islamic dress code to the students. The teachers also carried out several important tasks to be the programs to achieve the expected objectives regarding the issue of Islamic dress. Further, the types of programs implemented by the Islamic religious education teachers included guidance through the ROHIS (Student’s Islamic Organization) activity at school, speech during the flag ceremony by every teacher on Monday, a 7-minute lecture by teacher in mushalla (the praying room), Extracurricular of Islamic Education/express boarding school (pesantren kilat) that guidance by the school teachers, individual coaching to the students, and religious gathering at the students’ residence outside of school hours. On the other hand, the factors that hindered the implementation of Islamic dress were the lack of ability of the Islamic religious education teachers to control the students outside of school, the lack of Islamic teaching in the family, the lack of student self-awareness, the number of students who have not worn Islamic dress code outside the school, the role model crisis from parents, teachers, and society, the un-Islamic family environment, the influence of un-Islamic community environment, the influence of the media, the inconsistency between what has been taught and what have been practiced in everyday life.