The Use of Online Muhasabah to Improve Discipline and Honesty of Students in Worship
Abstract
The social distancing policies brought about by the COVID-19 pandemic, with no direct classroom interactions, have disrupted students’ prayer routine, especially that of the five daily prayers. Many teachers have therefore resorted to Google Workspace as a solution to this. The general purpose of this research was to instill discipline and honesty in students, while the specific goal was to encourage them to follow diligently the five daily prayers. The researchers conducted a systematic literature review by documenting and reviewing all articles related to improving student discipline and honesty published from 2014 to 2021. In total, 19 articles from national and international accredited journals were obtained from DOAJ, Google Scholar, and lens. These articles examined students’ discipline, honesty, and the role of parents and teachers therein. Several studies showed that periodical reminders by teachers and preparing a student worship checklist by parents can help reinstate students’ prayer and worship routine.
Keywords: online muhasabah, discipline, student honestyonline muhasabah, discipline, student honesty
References
[1] Asare S, et al. Managing school discipline: The students’ and teachers’ perception on disciplinary strategies. British Journal of Psychology Research. 2015;3(2):1–11.
[2] Suud FM, Sutrisno S, Madjid A. Honesty: A multidimensional study as motivation for national character building. Hayula Indones. Jurnal Multidiscipliner Islamic Studies. 2020;4(1):99–116. https://doi.org/10.21009/004.01.06
[3] Aulia DW, Khafid M. Role of learning discipline in mediating the influence of parent’s parenting towards student’s learning achievement Journal of Primary Education. 2018;7(2):155–162. https://doi.org/10.15294/jpe.v7i2.23131
[4] Uasni ZFA, Uyun Q, Annatagia L. Muhasabah as a regulative effort for digital natives who identified fear of missing out (FoMO). International Summit Science Technology Humanity. 2019:147–155.
[5] Jabagchourian JJ, Sorkhabi N, Quach W, Strage A. Parenting styles and practices of Latino parents and Latino fifth graders’ academic, cognitive, social, and behavioral outcomes Hispanic Journal of Behavioral Sciences. Sci. 2014;36(2):175– 194. https://doi.org/10.1177/0739986314523289
[6] Kyaw BM, Posadzki P, Paddock S, Car J, Campbell J, Car LT. Effectiveness of digital education on communication skills among medical students: Systematic review and meta-analysis by the digital health education collaboration. JMIR Publication. 2019;21(8):1–6. https://doi.org/10.2196/12967
[7] Handayani T, Soesilowati E, Priyanto AS. Student character building reconstruction junior high school in district galesong takalar based values national culture article info. Jurnal Education Social Study. 2018;7(2):116–122.
[8] Prasetyarini A, Hikmat MH, Thoyibi M. Strategies to cope with students’ discipline problems in senior high school. Indonesian Jurnal Learning Advanced Education. 2021;3(1):40–47. https://doi.org/10.23917/ijolae.v3i1.9474
[9] Suud FM, Sutrisno S, Madjid A. Educational honesty: The main philosophical value in school. TARBIYA Jurnal Education Muslim Society. 2019;6(2):141–154. https://doi.org/10.15408/tjems.v6i2.11769
[10] Lase F, Nirwana H, Neviyarni N, Marjohan M. The differences of honest characters of students before and after learning with a model of learning of intelligent character. Jurnal of Education Learning Studies. 2020;3(1):41. https://doi.org/10.32698/0962
[11] Sari I, Sinaga P, Hernani H, Solfarina S. Chemistry learning via distance learning during the Covid-19 pandemic. Tadris Jurnal Keguruan dan Ilmu Tarbiyah. 2020;5(1):155–165. https://doi.org/10.24042/tadris.v5i1.6346
[12] Gottschalk M, et al. Digitalization of presence events in the Covid-19 pandemic – The lecturers’ perspective. GMS Jurnal Media Education. 2021;38(1):1–8. https://doi.org/10.3205/zma001426
[13] Mumthaza S, Anshori I, Istikomah I. Increased patterns of Islamic social interaction with e-learning-based learning methods during the COVID-19 pandemic. (Peningkatan pola interaksi sosial Islami dengan metode pembelajaran berbasis elearning di masa pandemi COVID-19.) Halaqa Islamic Education Jurnal. 2021;5(1):29– 42. https://doi.org/10.21070/halaqa.v5vi1i.1129
[14] Prieto LM, Aguero-Valverde J, Zarrate-Cardenas G, van Maarseveen M. Parental preferences in the choice for a specialty school. Journal of School Choice. 2019;13(2):198–227. https://doi.org/10.1080/15582159.2018.1442087
[15] Perifanou M, Economides AA, Tzafilkou K. Teachers’ digital skills readiness during Covid-19 pandemic. International Jurnal Emergency Technoogy Learning. 2021;16(8):238. https://doi.org/10.3991/ijet.v16i08.21011
[16] Annisa F. Penanaman nilai-nilai pendidikan karakter disiplin pada siswa sekolah dasar. Perspektif Pendidikan dan Keguruan. 2019;10(1):69–74. https://doi.org/10.25299/perspektif.2019.vol10(1).3102
[17] Hamidaturrohmah H, Mulyani T. Strategi pembelajaran jarak jauh siswa berkebutuhan khusus di sd inklusi era pandemi Covid-19. Elementary Islamic Teacher Jurnal. 2020;8(2):247. https://doi.org/10.21043/elementary.v8i2.7907
[18] Wangsa D, Khairiyah F, Islam U, Sumatera N. Religious culture development strategy for shaping character of students. Mudarrisuna. 2021;11(1):57–77. http://dx.doi.org/10.22373/jm.v11i1.8969
[19] Suherdi D. Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal Of Applied Linguistics. 2019;9(1):67–75. https://doi.org/10.17509/ijal.v9i1.16418