Reconstruction of Aswaja An-Nahdliyah Learning in Strengthening Students' Self-Control Toward Indisciplinary Behavior and Social Disruption at SMP NU Model Sumberrejo and SMP NU Ahmad Yani Baureno, Bojonegoro
Abstract
Indisciplinary behavior and social disruption among junior high school students remain persistent problems, including in Nahdlatul Ulama-based schools where Aswaja An-Nahdliyah is taught as a distinctive subject. Previous studies have linked self-control to student discipline, yet Aswaja learning has mostly been examined in relation to moderation, nationalism, and character building rather than self-control. This study aims to describe the forms of students' indisciplinary behavior and social disruption, to analyze the existing practice of Aswaja An-Nahdliyah learning, and to formulate a reconstruction of that learning at SMP NU Model Sumberrejo and SMP NU Ahmad Yani Baureno, Bojonegoro. A qualitative multi-site case study was conducted through participatory observation, in-depth interviews with principals, Aswaja teachers, counseling teachers, homeroom teachers, and students, and documentation. The data were analyzed with the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that misbehavior appears as tardiness, truancy, bullying, gadget misuse, cheating, and reactive emotional responses, while Aswaja learning remains oriented toward cognitive memorization with limited attention to the affective domain. The proposed reconstruction consists of five components: reorientation of learning objectives, contextual-experiential learning, habituation and role modeling, cross-unit collaboration, and character-portfolio-based evaluation. The model offers a values-based, preventive alternative to reactive discipline, although its effectiveness still needs to be tested.
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