The Influence of Self-Concept on Deviant Behaviuor in the Students of Ternate State Islamic Institute
##plugins.themes.academic_pro.article.sidebar##
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright granted to Al-Musannif with the work simultaneously licensed under Creative Commons Attribution 4.0 International License (CC BY 4.0) that allows authors or others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
##plugins.themes.academic_pro.article.main##
DOI : https://doi.org/10.5281/zenodo.4299655Abstract
The purpose of this study was to analyze the influence of self-concept on deviant behaviour in the students of Ternate State Islamic Institute. The scope was limited to three problems, they were: 1) Self-concept of students of Ternate State Islamic Institute. 2) The deviant behaviour of students of the Ternate State Islamic Institute. 3) The significance level of self-concept influence on student’s deviant behaviour at the Ternate State Islamic Institute. This type of research was field research with a survey approach and psychological sampling technique by using a sampling quota of 77 people. The research instruments were questionnaire and documentation. The analysis techniques were descriptive and inferential statistical techniques. The results showed that: 1) the students’ self-concept of Ternate State Islamic Institute was in the medium category, it was 57%. 2) The students’ deviant behaviour of Ternate State Islamic Institute was in a low category, it was 8%. Self-concept has a significant effect on deviant behaviour among students of Ternate State Islamic Institute which was14.5%.
##plugins.themes.academic_pro.article.details##
References
Alang, Sattu. 2014. Mahasiswa dalam Gerakan Sosial: Menyikapi Perilaku dan Mental Mahasiswa UIN Alauddin Makassar dalam Melakukan Demonstrasi. Makassar: Alauddin University Press.
Astuti, Ratna Dwi. 2015. “Identifikasi Faktor-faktor yang Mempengaruhi Konsep Diri Siswa Sekolah Dasar Negeri Mendungan I Yogyakarta.” Basic Education 4 (2).
Burga, Muhammad Alqadri. 2019a. “Hakikat Manusia sebagai Makhluk Pedagogik.” Al-Musannif 1 (1): 19–31.
Burga, Muhammad Alqadri. 2019b. “Kajian Kritis tentang Akulturasi Islam dan Budaya Lokal.” Zawiyah: Jurnal Pemikiran Islam 5 (1): 1–20.
Desmita. 2013. Psikologi Perkembangan. 8th ed. Bandung: PT Remaja Rosdakarya.
Dewi, Avin Kusumaning. 2015. “Hubungan Konsep Diri dengan Perilaku Menyimpang Peserta Didik Kelas XI di SMKN 1 Bagor Tahun Pelajaran 2014/2015.” Skripsi. Fakultas Keguruan dan Ilmu Pengetahuan, Universitas Nusantara PGRI Kediri.
Idris, Djamaluddin M, and Usman Usman. 2019. “Peranan Pendidikan Akhlak dalam Mengembangkan Kepribadian Peserta Didik di Madrasah Aliyah Negeri 1 Parepare.” Al-Musannif 1 (2): 77–95.
Khon, Abdul Majid. 2012. Hadis Tarbawi: Hadis-hadis Pendidikan. Jakarta: Kencana.
Makbuloh, Deden. 2012. Pendidikan Agama Islam: Arah Baru Pengembangan Ilmu dan Kepribadian di Perguruan Tinggi. Jakarta: PT RajaGrafindo Persada.
Mustami, Muh. Khalifah. 2015. Metodologi Penelitian Pendidikan. Yogyakarta: CV Arti Bumi Intaran.
Myers, David G. 2012. Sicial Psychology. Terj. Aliya Tusyani Dkk., “Psikologi Sosial”. Jakarta: Salemba Humanika.
Santrock, John W. 2011. Life-Span Development. New York: McGraw-Hill Compenies.
Sugiyono. 2011. Statistika untuk Penelitian. Bandung: Alfabeta.
Sugiyono. 2013. Metode Penelitian Administrasi. Bandung: Alfabeta.
Yusuf, Syamsu, and Juntika Nurihsan. 2005. Teori Kepribadian. Bandung: PT Remaja Rosdakarya.