THE ROLE OF LEADERSHIP TRAINING IN IMPROVING THE PROSOCIAL BEHAVIOR OF STUDENTS
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Abstract
Prosocial behavior, which includes the act of helping others without expecting anything in return, is very important in building the character of students in Islamic boarding schools. This article discusses how leadership training programs can help students develop prosocial behavior. Through a qualitative approach, this study shows that leadership training not only increases students' awareness of the importance of helping others, but also provides the necessary skills to contribute positively in society. The results of the study show that students who participate in this program are more active in social activities and have a better understanding of leadership values. In addition, this program encourages students to internalize the values of empathy, responsibility, cooperation, and effective communication. The training process also strengthens students' ability to solve problems collectively, make wise decisions, and motivate peers to behave positively. Thus, leadership training has proven to be an effective strategy to shape the social character of students and prepare them to become agents of change in the pesantren environment and the wider community.
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References
The Qur'an. (n.d.). Surah Al-Māidah verse 2. https://quran.com/en/al-maidah/2
Dayakisni, T., & Hudaniah. (2003). Social psychology. UMM Press. https://scholar.google.com/scholar?q=Nashori+Psikologi+Islam
Fitri, A., & Hidayat, R. (2020). Leadership and character building of santri in Islamic boarding schools. Tarbawi: Journal of Islamic Education, 5(1), 22–35.
Hasanah, U. (2021). The development of prosocial character in Islamic education: A social psychology perspective. Jurnal Pendidikan Islam, 9(2), 145–160.
Mahfud, C. (2020). Internalizing empathy values through pesantren-based education. Journal of Islamic Education, 18(1), 1–12.
Nashori, F. (2008). Islamic Psychology: An integrative approach to the human psyche. Student Library.
Rahman, F. (2019). Social psychology: Theory and application. Prenadamedia Group.
Rahmadi, D. (2022). Leadership training and its impact on students' soft skills. Journal of Educational Management, 16(1), 55–66.
Sarwono, S. W., & Meinarno, E. A. (2009). Social Psychology. Humanitarianism. https://books.google.co.id/books?hl=id&lr=&id=ETLKEAAAQBAJ&oi=fnd&pg=PA1&dq=Sarwono+Meinarno+Psikologi+Sosial&ots=AkTm6rJAGA&sig=gwY1jmhWYVSvbCyc9c50jMotxXg&redir_esc=y#v=onepage&q=Sarwono%20Meinarno%20Psikologi%20Sosial&f=false
Sears, D. O., Freedman, J. L., & Peplau, L. A. (1994). Social psychology (7th ed.). Prentice Hall.
Syamsuddin, M. (2021). Integration of Islamic values in shaping students' social behavior. Journal of Character Education, 12(2), 240–250.
Sutrisno, E., & Nuryadin, A. (2021). Helping behavior among adolescents: A social psychology analysis. Psympathic: Jurnal Psikologi, 8(2), 211–223.
Main Article Content
Abstract
Prosocial behavior, which includes the act of helping others without expecting anything in return, is very important in building the character of students in Islamic boarding schools. This article discusses how leadership training programs can help students develop prosocial behavior. Through a qualitative approach, this study shows that leadership training not only increases students' awareness of the importance of helping others, but also provides the necessary skills to contribute positively in society. The results of the study show that students who participate in this program are more active in social activities and have a better understanding of leadership values. In addition, this program encourages students to internalize the values of empathy, responsibility, cooperation, and effective communication. The training process also strengthens students' ability to solve problems collectively, make wise decisions, and motivate peers to behave positively. Thus, leadership training has proven to be an effective strategy to shape the social character of students and prepare them to become agents of change in the pesantren environment and the wider community.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
The Qur'an. (n.d.). Surah Al-Māidah verse 2. https://quran.com/en/al-maidah/2
Dayakisni, T., & Hudaniah. (2003). Social psychology. UMM Press. https://scholar.google.com/scholar?q=Nashori+Psikologi+Islam
Fitri, A., & Hidayat, R. (2020). Leadership and character building of santri in Islamic boarding schools. Tarbawi: Journal of Islamic Education, 5(1), 22–35.
Hasanah, U. (2021). The development of prosocial character in Islamic education: A social psychology perspective. Jurnal Pendidikan Islam, 9(2), 145–160.
Mahfud, C. (2020). Internalizing empathy values through pesantren-based education. Journal of Islamic Education, 18(1), 1–12.
Nashori, F. (2008). Islamic Psychology: An integrative approach to the human psyche. Student Library.
Rahman, F. (2019). Social psychology: Theory and application. Prenadamedia Group.
Rahmadi, D. (2022). Leadership training and its impact on students' soft skills. Journal of Educational Management, 16(1), 55–66.
Sarwono, S. W., & Meinarno, E. A. (2009). Social Psychology. Humanitarianism. https://books.google.co.id/books?hl=id&lr=&id=ETLKEAAAQBAJ&oi=fnd&pg=PA1&dq=Sarwono+Meinarno+Psikologi+Sosial&ots=AkTm6rJAGA&sig=gwY1jmhWYVSvbCyc9c50jMotxXg&redir_esc=y#v=onepage&q=Sarwono%20Meinarno%20Psikologi%20Sosial&f=false
Sears, D. O., Freedman, J. L., & Peplau, L. A. (1994). Social psychology (7th ed.). Prentice Hall.
Syamsuddin, M. (2021). Integration of Islamic values in shaping students' social behavior. Journal of Character Education, 12(2), 240–250.
Sutrisno, E., & Nuryadin, A. (2021). Helping behavior among adolescents: A social psychology analysis. Psympathic: Jurnal Psikologi, 8(2), 211–223.