Pendekatan Hisbah dalam pengurusan disiplin pelajar: kajian kes di Pondok Bustanul Arifin, Banting
The implementation of Hisbah principles in student discipline management: a case study at Pondok Bustanul Arifin, Banting
DOI:
https://doi.org/10.37231/jimk.2025.26.2.918Keywords:
Hisbah, Disiplin Pelajar, Pondok, Muhtasib, Pendidikan Islam, Akhlak, Student Discipline, Islamic Education, Pondok Institution, Moral DevelopmentAbstract
Artikel ini meneroka pelaksanaan prinsip hisbah dalam pengurusan disiplin pelajar di Pondok Bustanul Arifin, Banting sebagai pendekatan alternatif berteraskan nilai rohani dan akhlak. Kajian ini menggunakan reka bentuk kualitatif interpretatif dengan kaedah temu bual separa berstruktur, pemerhatian lapangan dan analisis dokumen. Analisis tematik dijalankan berdasarkan lima elemen utama hisbah: musyaratah, muraqabah, muhasabah, mu‘atabah dan mu‘aqabah. Dapatan menunjukkan bahawa pengurusan disiplin pondok tidak hanya menekankan aspek hukuman fizikal, tetapi lebih kepada pemulihan sahsiah melalui pendekatan tarbawi berasaskan kasih sayang. Hukuman simbolik seperti penempatan dalam liang lahad, rotan di khalayak dengan iringan selawat, serta teguran berhemah diaplikasikan bagi membina kesedaran rohani dan tanggungjawab kendiri. Selain itu, hubungan guru dan pelajar yang bersifat kekeluargaan menjadikan proses hisbah lebih berkesan dalam membina disiplin tanpa menimbulkan dendam. Implikasi kajian ini menegaskan bahawa pendekatan hisbah berpotensi dijadikan model disiplin alternatif yang bersepadu, sesuai diadaptasi dalam sistem pendidikan Islam lain untuk membentuk pelajar yang berakhlak dan bertanggungjawab.
This article explores the implementation of hisbah principles in managing student discipline at Pondok Bustanul Arifin, Banting as an alternative approach grounded in spiritual and moral values. Adopting an interpretive qualitative design, data were collected through semi-structured interviews, field observations and document analysis. Thematic analysis was conducted based on five core elements of hisbah: musyaratah, muraqabah, muhasabah, mu‘atabah and mu‘aqabah. The findings reveal that disciplinary management in the pondok does not rely merely on physical punishment but emphasizes character rehabilitation through compassionate tarbawi approaches. Symbolic punishments such as liang lahad reflection, public caning accompanied by selawat, and constructive admonition are practiced to cultivate spiritual awareness and personal accountability. Furthermore, the familial relationship between teachers and students enhances the effectiveness of hisbah in fostering discipline without resentment. The study implies that hisbah-based discipline provides a holistic alternative model that can be adapted in other Islamic educational systems to nurture ethical and responsible students.
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