Rambe, Muhammad Rasid Rido (2023) Peran Guru Pendidikan Agama Islam Dalam Manumbuhkan Sikap Asertif Siswa Sekolah Menengah Pertama Negeri 37 Pekanbaru. Other thesis, Universitas Islam Riau.

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Abstract

This research was motivated by lack of students’ assertive attitude at junior high school 37 Pekanbaru. Assertive attitude was very important in teaching and learning process because it could determine the students’ success and their learning objectives in demonstrate and apply the material and assertive attitude should behave for all students. The problem in this research explained that students were not be able and event they did not know how to implement assertive attitude. The purpose in this research examined to know the role of Islamic education teacher in improving students’ assertive attitude at junior high school 37 Pekanbaru. This research was qualitative. The subject in this research was Islamic education teacher at junior high school 37 Pekanbaru. The research data was got through observation, interview, and documentation. this research finding could concluded that the role that was implemented by teacher in improving students’ assertive attitude at junior high school 37 was in optimizing 13 teacher’s role that being education main job in teaching and learning. The role of teacher as corrector, evaluator, mediator, inspiratory, motivator, informatory, facilitator, and guide, classroom manager, demonstrator, initiator, organizer, and supervisor as follows: involving competence to explain opinion. Advance their mindset, and explain their needs directly and politely, ensure the material that had been understood by students, doing evaluation continuously through test and practice, giving understanding about how far students understand about the material by using suitable media. Knowing students’ needs and their interest, also different learning style. The supporting factor in improving assertive attitude as follows: various learning styles, structural discussion, and teacher professional attitude. Meanwhile the obstacle factor such as inadequate tools and facility, lack of time, students’ psychology problem.

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