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Volume 1 , Number 2, November 2016 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Study Constraints And Troubleshooting Affective 

Learning in Islamic Education At High School In 

Yogyakarta 

 

Nurul Fu'ad 
STAI Mifahul 'Ula Kertosono Nganjuk 

fuad.staim@gmail.com 
 

Published: 
October 20 2016 

Reviewed: 
September 9 2016 

Accepted: 
August 13 2016 

 
Abstract: This article is about a descriptive-qualitative research made to identify 
and describe the constraints of affective learning in the religious education 
affiliated to Islam at senior high schools in the city of Yogyakarta and the 
alternative strategies of problem: solving used by teachers of the religion in 
Overcoming the constraints. The research of data were collected from the 
whole population of such teachers at both state and private senior high schools 
all over the city by using questionnaires and interview guidelines. The research 
findings indicate that, in conducting affective teaching, Reviews those teachers 
are faced with numerous constraints related to Reviews their students' self-
esteem, interest, motivation, attitude, value system, and faith. The constraints 
may be internal or external in origin, that is, the caused by factors coming from 
the students Themselves or by Reviews those coming from elsewhere. The 
teachers' Efforts to Overcome the constraints may Also be internal in type, 
made to solve problems the caused by factors of the first type above, or 
external in type, made to solve: problems the caused by factors of the second 
type above the which have a share in causing the constraints of external in 
origin. In addition, the findings Also indicate that, in general, the teachers still 
lack _full understanding of and are not yet fully aware of the models of 
affective teaching they use. Also They are still highly lacking in understanding 
the six types of constraints. Consequently, in coping with and taking an attitude 
towards the constraints, They also exhibit Differing reactions and Efforts in 
solving the problems. 
 
 
Keywords: strategy, constraints, affective teaching 
 

Introduction 

mailto:fuad.staim@gmail.com


  
 

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Guiding learners so that they become true Moslems, strong faith, fond 

of charitable goodness, morality. useful for the community and the state is the 

goal of Islamic education.1 That goal is in line with the objectives of Islamic 

religious education as outlined in the curriculum and GBPP PAl, that Islamic 

religious education aims to improve confidence, understanding, appreciation 

and practice of students about Islam so that a man moslem faith and fear Allah 

SWT and noble in personal life, community, nation, as well as continuing 

education on a higher level.2 Relative to this end, education should be 

inculcated deep faith, because the strength of the value of faith in behavior and 

personality of students, will encourage spiritual spirit. Basically, the purpose of 

Islamic religious education can be achieved when education itself is able to 

cultivate and develop the three aspects of the basic potential of students, 

namely cognitive, affective, and psychomotor. 

Results preserver against Islam learning in schools, whether elementary, 

junior high, high schools, and universities, show that these three aspects have 

not been developed in a balanced manner. Cognitive and psychomotor aspects 

appear more prominent. Learning get a portion of the balance and less tackled 

methodologically, make students more focused on understanding the 

knowledge of Islam and mastery of skills that are psychomotor like reading the 

Quran, performing movements in praying with right, and meanwhile aspects of 

affective as ego development, moral, psychological, ownership social values, 

self-control, integration and a holistic perception, and the like have not or less 

worked in equal and balanced. 

PAl learning process in schools as has been stated above reflect 

methodologically also not PAl target destination as a whole, integral, and 

                                                      
1 Zuhairini dkk,  Metodologi Pendidikan Agama (Solo: Ramadhani, 1993), 45. 
2 Departemen Agama RI.  Kurikulum GBPP Pendidikan Agama Islam Sekolah Menengah Umum 

(Jakarta: Depag RI, 1994), 1. 



  
 

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integrated. That, among other things, due to some problems, for example: 1). 

not an ideal achievement of learning goals, 2). use learning strategies, 3). 

preparation of a less integrative learning, 4) the use of teaching methods that are 

less varied, and 5) evaluation system that has not describes PAl all aspects of 

learning. In addition, PAl success is also determined by the quality of the 

teacher's personality, ability to educate, and environmental learners. Actually, 

affective learning strategies PAl subject areas very related to all learning model. 

Teaching models that can be used alterative solution of  PAl implementation of 

learning problems in school. 

On the other hand, lack of success of learning affection is also 

influenced by the presence of various obstacles, namely the factors both with 

regard to students, teachers and the environment based: 1) self-esteem, 2) 

motivation, 3) interest, 4) attitude, 5) value system, and 6) conviction. Various 

factors that constrain the affective learning through this study attempted to 

dlkaji in depth, to obtain the identification of the fullest and get problem 

solving as well as possible. Of course it is related to all obstacles often faced by 

teachers and the various steps taken. However, these studies are limited only 

imposed on the Islamic religious teaching high school in the Municipality of 

Yogyakarta, especially regarding the obstacles of learning affection and attempts 

to solve them. 

 Based on bekalang problems mentioned above, there are two problems 

are the focus of this study, namely: 1) constraints experienced by the Islamic 

religious teachers in the learning affective in high schools in the Municipality of 

Yogyakarta and 2) measures undertaken by the teachers of Islam in SMU in 

Yogyakarta municipality in overcoming barriers they experienced affective 

learning 

in accordance with the focus of the problem above, this study aimed to: 



  
 

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1. describe the various constraints experienced by the teachers of Islam 

education  affective in high school in Yogyakarta municipality, and 

2. describes the various settlement was doing. Achievement of objectives will 

produce the results to the relevant parties, such as: a) for the development 

of Islamic religious learning methodology; especially regarding the 

development of strategies and learning models affective and b) for the 

Department of Religion as a material consideration in determining various 

policies improvement and development of PAL 

 

 

Theory of Affective Learning 

Triandis states that affection is a feeling of joy, elation, or pleasure or 

depression, disgust, resentment, or hatred associated with a specific individual.3 

According Zuchdi, affective characteristics can be defined as a feeling that is 

typical, ie properties that show the typical way in humans to perceive or to 

speak up. Typical terms here means that human feelings can not be 

programmed as something fixed. Feelings are fickle due to a human being there 

is an organ which he called al Qalb (check the hadith an-Nu'man bin 

Basyirtentang qalb, Surat an-Nur 24:37, and see al-Maraghi Volume 6 p. 111). 

Some of these feelings also mentioned in several ayatAl Quran, for example: 1) 

affection, love and hate (al-Hujarat 49: 7), 2) a sense of joy (Surat ar Ra'ad 

13:36), 3) feelings of anxiety, fear and sadness (Surah al-Baqarah 2: 38), 4) a 

sense of hope (Surat al-Kahf 18: 110), 5) feeling of regret (Sura al Hujarat49: 

6).4 

                                                      
3 Qadri dan Indriantoro, Pengaruh Faktor Sosial, Affect, Konsekuensi Yang Dirasakan dan Facilitating 

Condition Terhadap Pemanfaatan Komputer (Yogyakarta: STIE “YO” Yogyakarta, 1998. 
4 Darmiyati Zuchdi, Pendidikan Afektif, Makalah Disampaikan Pada Penataran Guru-Guru SD di 

SD Muhammadiyah Sapen, 27 Februari 1994. 



  
 

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 Affective part of pengalarnan learning and cognitive function as a 

couple. Dewey has discussed this the year of 1916. Dewey said that the 

separation of mind and affection have affect various problems life. According 

to Dewey, cohesion between cognition and affection can be achieved by 

creating environment that possible for everyone feel thinking exercises and 

have satisfaction. In learning situation, teachers need knows importance of 

cohesion between cognition and affection and should typically uses various 

rnetode of teaching.5 Patterson also has  similar view She argues that if 

education is directed at human forms completely, it should not only depends on 

the cognitive development. Education should be associated with the child's 

interpersonal relationships.6 

According to research results Hultz, Tetanbaurrl, and Phillips (rneialui 

Zuhdi, 1999), there is a significant relationship between affective variables and 

completion problem solving tasks. This means that it is necessary to create a 

learning environment that ensure affective development. creativity and problem 

solving more effective when directed at personality. To be creative and 

students should has both skills and a willingness to do it.7 

Affective education has two objectives, namely intrapersonal and 

interpersonal. Various studies showed that positive affective influenced 

education significantly to the development of personality. The positive effects

 includetangible: to respect others.8  

According to James human distinguished based on two aspects, namely 

self human as objects and human beings as subjects. Man as an object has three 

                                                      
5 Darmiyati Zuchdi, Pendidikan Afektif. 
6 Darmiyati Zuchdi, Makna Dan Aplikasi Pendidikan Afektif, Makalah Disampaikan Dalam 

Diskusi Ilmiah Dosen Fakultas Tarbiyah IAIN Sunan Kalijaga, Mei 1990. 
7 Darmiyati Zuchdi, Makna Dan Aplikasi. 
8 Darmiyati Zuchdi, Makna Dan Aplikasi. 



  
 

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elements namely the element material, social, and spiritual. material among 

others body, family, clothing, housing, and other property rights. Social 

elements, among others, the introduction of self derived from the treatment of 

others, whereas spiritual element in the form of sensations, emotions, desires, 

intellectual process, and willingness.9 

More distinguished the two groups opposing affection that is pride, 

haughtiness, arrogance, sense of pride, and arrogance. While on the other hand 

with regard to the simplicity of affection, humility Hali, confusion, sense of 

blushing, shyness, feelings of shame, a sense of sin, and feeling weak or 

helpless. According Zuchdi affective components include: dignity, interests, 

motivations, attitudes, and values.10 

Thus the learning objectives can afterlife typically formulated in 

accordance with aspects of human beings either as an object or as a subject. In 

other words, affective learning objective refers to the intrapersonal skills 

development, meaning the development of affective behavior pacta personal 

self of each human being, and refers pact a interpersonal development, means 

developing personal affective human behavior or human relations. 

To achieve affective learning objectives with regard to the development 

of students' intrapersonal and interpersonal, requires an approach that is 

generally known as a humanistic or affective approach. Affective or humanistic 

actual learning is an attempt to look at the child as a whole or to humanize the 

whole child. The aim of humanizing the child in a classroom environment 

contains the purpose of reducing the sense of isolation or alienation and 

facilitate the formation of personal integration in children. In the community, 

including among the educators themselves, raised questions of the ability of 

                                                      
9 Darmiyati Zuchdi, Makna Dan Aplikasi, 49. 
10 Darmiyati Zuchdi, Makna Dan Aplikasi, 50. 



  
 

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schools produce human beings with the whole person. In connection with it, 

and reconsider the function of the school is primarily a function of learning, the 

spirit of the movement to humanize the classroom environment should be 

encouraged. Learning in the classroom should come facilitate the realization of 

personal integration of the students. 

Educators at least describe the personal integration with four garnbaran 

personality as follows.  

1. Always perform integrated personal growth and development. That is, he 

views his life as a process and trying to choose the experiences that led to 

these developments. Therefore, he dared to take the risk and deal with 

conflict; while he knows that without the risk of it halted its development. 

In short, he has the awareness of the developmental changes that must be 

experienced. 

2. Integrated personal awareness akanjati himself; his identity. He can 

recognize and explain the values and beliefs that he believed in and 

confirming it openly, as far as the values it into unity with his true identity. 

Although he has a sensitivity to the needs of others, the identity or 

identities that had he developed are their own and do not rely upon other 

people's expectations of him. Identity that he had formed from the process 

of selecting awareness and by their courage. 

3. Integrated personal is always open and sensitive to the needs of others. 

He’s not keep aways yourself and the people around him and can 

coomunicated prominently empathy toward others. 

4. Integrated personal illustrates a determination of consciousness. He felt 

balance between heart and mind. He felt sense of personal integrity. He 

can use the power of intuition and imagination ability and reasoning.11  

                                                      
11 John P. Miller, Humanizing The Classroom: Models Of Teaching In Afective Education (New York: 



  
 

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According Zuhairini, teaching methods include lectures; question and 

answer, discussion, practice ready, demonstrations / experiments, assignments, 

field trips, group work, sociodramas (play a role), the system team, problem 

solving, and project or unit.12 According to Sudjana, the types of teaching 

methods include lectures, discussion, discussions, studies or recitation, group 

work, demonstration or experiment, sosiodrarna, problem solving, systems 

team, exercises, field trips, resource persons (human resources), surveys of the 

public and simulation. The second opinion is in principle no different in 

principle, even both are complementary and mutually reinforcing.13 

Evaluation of affective learning is part instegrai teaching and learning 

strategy that serves to determine whether or not achieved specified learning 

goals. Evaluation basically is giving consideration or value based on certain 

criteria anyway. 

In affective learning, we can not measure the affect it directly, but we 

can interpret adaatau least affect, positive or negative affects that appears, and 

tubian (intensity) the affective characteristics of the action or opinion of the 

subject students. For example, we want to know the attitude of the subject 

students to an object (can be a person, item, or action), then we can look at the 

actions taken by the subject students or opinion of the object. If he did derigan 

actions directly related to the object, it can be interpreted to mean that he has a 

positive attitude towards the object. 

Affective learning evaluation intent include one of the following 

statements. 

                                                                                                                                        
Praeger Publishers, 1976), 5. 
12 Zuhairini dkk,  Metodologi Pendidikan Agama, 72-74. 
13 Nana Sudjana, Dasar-Dasar Proses Belajar Mengajar (Bandung: Sinar Baru, 1989), 76. 



  
 

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1. Placing a person or group on view points affective scale range (for 

measurement). 

2. Placing a person or a group on some affective category (for example, tend 

to be responsible or to avoid responsibility) 

3. Good as measurement and classification there are various . oppinion on 

affective ratings, namely a) assessment should remain separate affective and 

cognitive assessment, b) the assessment results affective can be reported 

together with the results of cognitive assessment, c) the results of the 

evaluation of affective should be reported using the gradation is not as 

much the result of cognitive assessment (eg, very good, satisfactory, 

unsatisfactory) 

4. In making a decision the whole (for example, to determine the pass and do 

not pass): a ) affective assessment results can be used to decide the 

question based cognitive assessment (for example, the value of a student or 

two points below the pass mark but have affective assessment results were 

excellent then these students decided to pass). In this case cognitive 

assessment results are considered more important than affective 

assessment results. b) in order to pass or take classes students must have a 

good result in the assessment of cognitive and affective. In this case the 

results of the cognitive and affective ratings are considered equally 

important. 

 

How to Research 

This research subject is that all teachers who teach religion in both 

public and private high school in the Municipality of Yogyakarta which 

amounted 37 teachers. The object of research is the various obstacles that felt 

by teachers in implementing affective learning in high schools in the 



  
 

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Municipality of Yogyakarta, both public and private, along with problem 

solving steps. 

 

Data collected through questionnaire charged to all teachers of Islamic 

religion, both in state and private high school. The collection of data through 

observation and interview techniques done through sampling by purposive-

sampling, are determined based on the findings obtained through questionnaires 

classroom observation and interview techniques are used to clarify the findings 

obtained through a questionnaire. 

The instrument used in the research is the human instrument and are 

equipped with a questionnaire and interview guidelines. Questionnaire prepared 

based open questionnaire models to capture the empirical information that 

really have data sources. Interview guidelines prepared and used after the data 

obtained through questionnaires identified and analyzed. 

Based on the considerations set forth pacta background of the problem 

and formulation of the problem on board, this research focused on the 

identification and description of the learning affective constraints experienced 

by the Islamic religious teachers in high schools in the Municipality of 

Yogyakarta along with the measures to solve it. 

Data were analyzed by ~ descriptive-qualitative. Data obtained through 

questionnaires were analyzed descriptively to determine the obstacles of 

learning the affective as well as steps to solve it, while data obtained through 

observation and interviews qualitative used to clarify the truth and accuracy of 

data obtained through the questionnaire 

 

Results and Discussion 

Constraints experienced by teachers in affective learning can be viewed 



  
 

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from various aspects: the aspect of self-esteem, interest; inotivasi, attitudes, 

value systems, and aspects of confidence. The various constraints experienced 

by these teachers can be expressed as follows: 

1. Constraints in the development of Self-Esteem Students 

In developing self-esteem, some barriers or obstacles often encountered 

or experienced by teachers of Islamic education are: a) the dominance of 

cognitive learning, b) there students who do not like to be praised, c) the 

relationship between teachers and students are less supportive, d) hours of 

classes in Islam is very limited, e) the family is less encouraging, f) the ability to 

read and write the Koran to students is very heterogeneous, g) environmental 

conditions are more influential than exemplary teacher, h) lack of props, i) less 

exemplary parents, j) the erosion of self-esteem, k) the negative influence of the 

environment, l) the lack of understanding about the nature of religion, m) 

students want to be relaxed, n) students lacked flavor confident, o) students less 

orderly, p) students are lazy, q) students have a high ego, and r) can not take 

advantage of the holiday period. 

2. Obstacles in the Development of Interest in Student 

In developing the interests of students, some barriers or obstacles that 

are often experienced by teachers of Islam education is: a) the student's interest 

is not based on planning, b) the activity of some students is negative, c) hours 

for the teaching of religion Islam is very limited, d) the number of students in 

the classroom is too many, e) the lack of props, f) lack of attention from 

parents and community environment, g) the influence of the mass media 

(especially audio visual), h) to follow the lessons PAl just for looking  formal 

value, i) lack of understanding of students of religion, j) the condition of 

students is heterogeneous, k) students are less interested in religion, l) no 

examples and models, and m) do not carry out the task. 



  
 

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3. Obstacles in developing Motivation Students 

In developing the student's motivation, some barriers or obstacles often 

encountered or experienced by the Islamic religion teachers are: a) lack the 

breadth of knowledge of teachers, b) the disruption of internal factors and 

externs, c) the hours are very limited, d) less props, e) the lack of role models 

from parents, f) the weak punishment, g) the effect rnaterialisme, h) students do 

not understand the benefits of worship, i) feels blue students themselves, and j) 

students like taking a shortcut. 

4. Obstacles in the Development of Attitude Students 

In developing students' attitudes, some barriers or obstacles often 

encountered or experienced by teachers of Islamic education are: a) students 

less attitude and critical, b) less figure exemplary, c) less faith, worship , akhlak 

and d) less teacher relationship common with teacher educators early Islam, e) 

less time, f) reporting environment less representative, g) approach of 

experience, h) influences from outside, i) the impact of media, dyed hair, man-

made bracelet or necklace, j) child resistance, k) students tend to not pay 

attention to the teacher, l) resulting heterogeneous student studying religion is 

inhibited, m) student, deliberately forgetting the need to be reminded, and n) 

the order has not been done properly. 

5. Obstacles in the Development of Value Students 

In developing the system of values of students, some barriers or 

obstacles often encountered or experienced by the Islamic religion teachers are: 

a) assessment of the current aspects of cognition and replicates plus scale 

attitude, b) gaps in the practice of worship daily (for example, there were fasting 

there were not), c) many obstacles students to adhere to the system of values, d) 

can not be applied noma Islam s'edira full, even dicibirkan with kam fanatic, e) 

teachers provide enough value even though the students are less com- puannya, 



  
 

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f) is essentially the value system has been established, and most importantly 

mengeliminir sistem negative value, g) personal conflict between what is 

acceptable in PAl to environmental conditions, h) less pemaharnan against the 

teachings of Islam, i) learning is boring, j) minirnnya exemplary examples , k) 

the lack of students in faith, worship, sharia, and muamalah, l) values do not 

match, m) parent adopts a value-free, n) pengar uh external and students are 

not equal, need guidance, o) the effect of the subjectivity of students excessive 

and difficult to accept objectivity, p) sanctions sought atmosphere Islami, q) 

limited talent, lack of attention to attitudes and interests, r) limited the books 

literature, and s) of time, funds, and secular culture. 

6. Obstacles in the Development of Students Confidence 

In developing students' beliefs, some barriers or obstacles often 

encountered or experienced by the Islamic religion teachers are: a) difficulty 

transferring students to imitate imitate the apostle without adequate means, 

time is limited, b) the value of faith with the values clash other values, c) factors 

of life perverse tend hedonism (outer life), d) the heterogeneity of the students 

and fees, e) the facilities are lacking, e) the progress of science and technology 

and cultural, f) the conflict of students, between the teachings of religion with 

those who do not mengamalkannya, g) lack of understanding of religion, so 

leave the teachings of the Qur'an, h) less deepening field of faith-sharia, i) less 

energy, time, and cost, j) is still a few teachers PAl well as preachers famous, k) 

the use of learning methods less precise, l) regulations exist but there are the 

constraints to obey, m) there is often a student's perception that the religious 

affairs of the hereafter alone, making it less serious, n) students lack faith that 

faith is truly infused into the heart so easily influenced, o) students less practice 

religious teachings daily, p) students still believe in superstition, unreasonable, 

q) much wit, r) way of thinking students are not the same, so do not think 



  
 

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abstractly recognize God, and s) there is no synchronization between the family, 

sekol8h, and the environment. 

7. Troubleshooting Steps 

Against many obstacles they experienced affective learning, teachers of 

Islam High School in the Municipality of Yogyakarta taken various 

troubleshooting steps as follows. 

a. Development of Self-Esteem Students 

Islamic agarna learning order not dominated by cognitive learning, 

penambahanjam extracurricular lessons with an alternative in embedding 

aspects of affection. In this case the school should be able to create conditions 

conducive for the understanding of Islam can be understood by the students 

are correct and complete. Thus, the development of all elements of the 

affection the students can be developed. Similarly, with regard to the 

development of self-esteem. To increase the confidence of students, teachers 

try to instill mutual respect and make concrete steps to raise the dignity of the 

student. In that case, students were invited to evaluate the habits, mindsets, and 

beliefs to create an environment bam and real activity, social service and the 

like. Thus, students will realize that they are in a variety of conditions that 

require individuals to have confidence in the board itself and its responsibility 

to act as role models to others. Interviews with students one by one according 

to the students' problems dialarni is a very positive step to foster self-

confidence of students. 

In addressing the negative influence of the environment, the teacher 

asked us to evaluate habits, thought patterns, and their confidence by creating a 

new environment and real activity Regular communication between 'teacher 

(school), parents and the community to create tripusat education is a step that is 

very positive to overcome various obstacles negative environmental influence. 



  
 

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In this case, of course, each of the elements in tripusat education should be 

fully aware of his responsibility. Families should always set an example and 

encouragement to children to marnpu distinguish between negative and positive 

environment. Society, in this case the study groups and routine, both for 

parents and teens, the groups and activities that are created untu 

kmengkondisikan students entering a conducive environment. In addition, 

schools especially, should always apply a strict discipline and exemplary 

adequate for students. 

Schools should start mernikirkan props props importance with regard 

to the narrative story or exemplary character of course is needed for teachers to 

foster self-confidence for students to reach the true happiness in the faith. 

Props can be benipa slides, videotape, VCD, and the like. 

To foster relationships harmonious teachers and students, teachers 

should not get enough respect and give love to the students. For that teachers 

always tried to have an approach to students, for more mempematikan 

individual properties or nature of each student. That way, teachers will better 

understand the student's character, which is diligent, where lazy or want to be 

relaxed, which is pessimistic and optimistic, and which are less confident sense. 

Such an approach is much less carried out by teachers over the years. As a 

result, teachers are less able to detect students who tend to be undisciplined, 

lazy, want to relax, selfish, less confident, and so on. 

b. Student Interests Development 

For the development of interest to students of Islamic religious teachers 

can do with efforts to cultivate that interest. including: creating suasanadi 

suasanakelas and healthy school environment, pleasant, harmonious, familiar. 

Islamic teacher rnampu integrate objectives, materials, the learning process with 

the Islamic religion and releevan alignment of interests and needs of students. 



  
 

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Each student activities constantly monitored, monitored and observed carefully 

by religious teachers so that the students will feel valued and guided, the teacher 

gives praise and accolades that is instructive to students who excel. Every 

religious teacher students solve problems more priority to the process of 

dialogue, thoughtful, tidakterkesan judging students' approach is often used by 

teachers to develop the interests of students with emotional approach, rational 

and functional ability. 

c. Student Motivation Development 

Teacherof Islam seeks to develop the intrinsic and extrinsic motivation 

for students with pembepan varied examples, provide advice and counsel. In 

addition, teachers strive to create an atmosphere conducive and religious 

atmosphere. For students who excel teacher gives praise, and if necessary gifts. 

To conduct the monitoring and supervision of students, teachers prepare and 

control the students with LKS (lernbar activities of students). Teacher training 

agarna rnengadakan sermons, cerarnah and writing texts of sermons or 

cerarnah. The texts disarnpaikan by students of the school in front of other 

friends. It rnelatih terarnpil students practice berpid; ito, cerarnah and trained to 

write sebuitah sermon or lecture materials. 

d. Attitude DevelopmentStudents 

MasterIslamic religion always rnemantau book report, students in 

coordination with parents, especially in developing character. Students 

diharapan got religion pernbinaan regularly to foster his attitude as a religion. 

The approach can be used in coaching students adjusted to the needs of both 

the individual approach rnaupun collective approach. Familiarize consistent 

stance on the principles of tolerance, firm in the faith and loose in 

bermuamalah, followed by a physical discipline, mental for success rneraih 

rnerupakan a very positive step to be implemented. 



  
 

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e. Value System Development Students 

Masters hould be Comprehensively assess Islamic religion education, 

which includes aspects of cognition, affect, and psikornotorik. In addition, 

consideration should also be associated with an interest, talent, attitude with 

regard to, good, bad, right and wrong objectively. 

To instill the value of the students, teachers should convey religious 

aspects associated with real life and realized Teachings of Islam in directed at 

living systems. If there are students who make mistakes, religious teachers 

rebuke wisely and if necessary given the sanctions that are educative. 

To help the students' religious diversity, religious teachers work with 

other teachers. Similarly, in dealing with the problems of students of religious 

teachers in collaboration with teachers or school guardians. If the problem 

requires parents, then it can be done collectively. 

To create a conducive situation in schools, Islamic religious teachers 

always perform religious coaching both curricular and extracurricular. In 

addition, religious teachers also prepare religious materials that are easily 

understood and attracted the attention of students, the material of study that is 

textual and contextual. 

f. Development of Student Confidence 

The teachings of Islam should focus on efforts to make students as true 

believers. That is, the religion is belief, diilmui, and practiced at once in 

everyday life, so that students will be formed personality as a person of moslem 

or martial arts. In fostering the students' religiousity, teachers can provide 

examples of the apostles through apostolic stories, spiritual guidance, worship 

practices. 

Development of students' beliefs can be pursued through a science 

approach so that students avoid superstitious beliefs that do not make sense. 



  
 

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The science taught in the PAI contains universal religious values and contains 

eternal goodness. Learning materials should be tailored to the things that are 

empirical and by means of natural and environmental exploration. Therefore, 

teachers are expected to show evidence of God's power through such empirical 

and natural evidence. 

To know the extent to which students' beliefs, teachers should be able 

to connect science and technology and IMTAQ because in essence both can 

not be separated. This means that IPIEK and IMTAQ are essentially sourced 

from Allah swt. Science and technology is born through the process of 

thinking, research, and testing ilrniah. Therefore, science and technology should 

be placed as the result of human thinking as God's grace, while IMTAQ is 

more special because it is the basis of every adherent of religion, that is faith 

and taqwa which can not be separated because they are integrated and 

integrated holistically. 

 Teachers can explain concretely the relationship between IPIEK and 

IMTAQ. For example, science and technology should be used as fertilizer and 

strengthening of faith and taqwa. The rapidly evolving science and technology 

will have an impact on IMTAQ students who are always expected to be 

stronger, stronger and more empowered. Furthermore, the students' beliefs can 

serve as the foundation in all aspects of the life system, both individually and 

collectively. 

 

Conclusion 

Based on the results of research and discussion above can be concluded as 

follows. 

1. Learning affection in religious education Islamic high school throughout 

Yogyakarta City get a lot of obstacles. These constraints relate to self-



  
 

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esteem, interests, motivations, attitudes, value systems, and beliefs. These 

six constraints can be internal or external. In other words, the things that 

cause these six obstacles can come from students themselves as well as 

other factors outside the student self. 

2. 2. The various obstacles that heterogenic have been attempted also the way 

of solving by the teachers of Pal SMU. Solving the problem, globally can 

be classified into two categories, namely internal problem solving and 

problem solving that is external. In other words, the problem solving done 

by the teacher regarding the six obstacles, namely self-esteem, interest, 

motivation, attitudes, value system, and student's belief, also relates to the 

two dimensions, the students' internal dimensions and the outside 

dimension The student's self is external.. 

3. In addition, it can be concluded also that teachers PAl SMU Yogyakarta 

City, in general, not understand and not yet aware of affective learning 

model that uses. Teachers' understanding of the six aspects of affection can 

be felt to be lacking. Thus, each teacher in dealing with and addressing the 

various constraints that reveal symptoms and different efforts. Similarly, 

the problem solving is taken or done. 

 

 

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