Peer Group Dynamics and Learning Climate of Madrasah Aliyah Students at Darul Hikmah Pesantren
DOI:
https://doi.org/10.61579/sagita.v4i3.926Keywords:
peer groups, learning climate, Madrasah Aliyah students, Islamic boarding schoolAbstract
This study describes the dynamics of peer groups among Grade X students of Madrasah Aliyah (MA), their learning climate, the influence of peer group dynamics on the learning climate, and the factors shaping this relationship at Darul Hikmah Islamiyah Islamic Boarding School, Meureubo, West Aceh. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation. The results show that peer group dynamics are fairly active, marked by high solidarity and social interaction, and that the learning climate is fairly good and conducive. Peer groups influence the learning climate positively, through greater motivation, shared enthusiasm for study, and a comfortable atmosphere, and negatively, through poor discipline, disrupted concentration, and imitation of peers’ unhelpful habits. The relevant factors are the level of interaction, the dormitory environment, learning motivation, the role of teachers and caregivers, and group solidarity. Positive peer relationships should therefore be fostered to sustain a conducive learning climate in the pesantren.
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