xiv

ABSTRAK

Skripsi dengan judul “Pembentukan Kepribadian Siswa Melalui Pembiasaan

Membaca Asmaul Husna dan Surat Yasin di MTs Negeri Tunggangri’’ ini ditulis
oleh Fitri Yunia Sari, NIM 2811133098, Tahun 2017, Jurusan Pendidikan Agama
Islam (PAI), Fakultas Tarbiyah dan Ilmu Keguruan, IAIN Tulungagung yang
pembimbing oleh Dr. H. Munarji, M. Ag.

Kata Kunci: Kepribadian, Pembiasaan, Membaca Asmaul Husna dan Surat Yasin

Penelitian dalam skripsi ini dilatar belakangi oleh fenomena pada

lingkungan pendidikan yang dihadapkan kepada tantangan zaman yang lebih berat
dimana seorang anak mulai menginjak remaja banyak yang melakukan
pelanggaran- pelanggaran norma- nrma, agama dan etika. Hal ini disebabkan
kurangnya pendidikan dalam hal agama. Maka pembentukan kepribadian siswa
merupakan suatu hal sangat penting. Untuk itu perlu adanya pembiasaan untuk
melakukan kebaikan. Di Madrasah Tsanawiyah Negeri Tunggangri
memaksimalkan mungkin pembentukan kepribadian siswa melalui pembiasaan
membaca asmaul husna dan surat yasin sehingga dimasa yang akan datang siswa
mempunyai kepribadian yang baik sesuai dengan output yang diharapkan.
Fokus penelitian dalam masalah skripsi ini adalah 1) Bagaimana
proses pembentukan kepribadian siswa yang berdisiplin dan jujur melalui
pembiasaan membaca asmaul husna dan surat yasin di MTsN Tunggangri? 2) Apa
faktor pendukung dan penghambat pembentukan kepribadian siswa melalui
pembiasaan membaca asmaul husna dan surat yasin di MTsN Tunggangri? 3)
Bagaimana implikasi pembentukan kepribadian siswa melalui pembiasaan
membaca asmaul husna dan surat yasin di MTsN Tunggangri? Adapun yang
menjadi tujuan penelitian dalam hal ini adalah 1) Untuk menjelaskan proses
pembetukan kepribadian siswa yang jujur dan disiplin melalui pembiasaan
membaca asmaul husna dan surat yasin di MTsN Tunggangri 2) Untuk
menjelaskan faktor pendukung dan penghambat pembentukan kepribadian siswa
melalui pembiasaan membaca asmaul husna dan surat yasin di MTsN Tunggangri
3) Untuk menjelaskan implikasi pembentukan kepribadian siswa melalui
pembiasaan membaca asmaul husna dan surat yasin di MTsN Tunggangri. Skripsi
ini bermanfaat bagi sekolah dan masyarakat pada umumnya. Bagi para pembaca
hasil penelitian ini dapat menambah wacana keilmuan terkait pembentukan
kepribadian siswa melalui pembiasaan membaca asmaul husna dan surat yasin.
Skripsi ini disusun berdasarkan data lapangan yang menggunakan
pendekatan kualitatif. Data dikumpulkan menggunakan metode observasi,
wawancara dan dokumentasi dengan menggunakan teknik analisis data deskriptif
yang langsung bersamaan dengan proses pengumpulan data yaitu melalui reduksi
data, penyajian data dan verifikasi.
Hasil penelitian menunjukkan bahwa proses pembentukan kepribadian
siswa dapat dilakukan melalui pembiasaan membaca asmaul husna dan surat yasin
secara terus- menerus. Dengan adanya antusias siswa dan guru dalam pembiasaan
 xv

membaca asmaul husna dan surat yasin ini pembiasaan membaca asmaul husna
dan surat yasin dapat digunakan untuk memperbaiki kepribadian peserta didik
sehingga tumbuh kesadaran dalam diri peserta didik untuk jujur dan disiplin baik
dalam ucapan maupun perbuatan. Adapun faktor pendukung terjadinya proses
pembentukan kepribadian siswa ialah dengan adanya lingkungan keluarga dan
masyarakat yang baik serta dengan adanya kegiatan-kegiatan yang mendukung
seperti adanya kegiatan ekstrakurikuler baik yang termasuk dalam bidang
kegamaan seperti pembiasaan membaca asmaul husna dan surat yasin. Faktor
penghambat pembentukan kepribadian siswa ialah dengan adanya faktor-faktor
yang menghambat kepribadian siswa. Faktor ini bisa berupa faktor keluarga yang
kurang baik, terbatasnya pengawasan pihak sekolah, kurangnya sarana dan
prasarana serta rendahnya kesadaran siswa. Sedangkan implikasi pembentukan
kepribadian siswa melalui pembiasaan membaca asmaul husna dan surat yasin
dapat menjadikan siswa sebagai insan yang bertqwa sehingga dalam menjalankan
aktivitasnya memperoleh dorongan untuk menyerukan kebenaran.
 xviii

ABSTRACT

Thesis with the title "Establishment of Personality Students Through Habituation

Reading Asmaul Husna and Surah Yasin at State Islamic Junior High School
Tunggangri '' was written by Fitri Yunia Sari, NIM 2811133098, Year 2017, the
Department of Islamic Religious Education, Faculty of Tarbiyah and Science
Teaching, IAIN Tulungagung supervisor by Dr. H. Munarji, M. Ag.

Keywords: Personality, habituation, Reading Asmaul Husna and Surah Yasin

This research is motivated by a phenomenon in the educational environment

that confronted the challenges of the times heavier where a child starts teenager who
commit violations many norms, religion and ethics. This is due to a lack of education on
religion. that the formation of the personality of students is a very important thing. For
that we need habituation to do good. In MTs Negeri Tunggangri maximize the possible
formation of the personality of students through habituation to read the Divine Name and
the letter Yasin so that future students have a good personality in accordance with the
expected output.
The focus of research in this thesis is 1) What is the process of forming the
personality of students disciplined and honest through habituation to read the
Asmaul Husna and the Surah Yasin in State Islamic Junior High School
Tunggangri? 2) What are the factors supporting and inhibiting the formation of
the personality of students through habituation to read the Asmaul Husna and the
Surah Yasin in State Islamic Junior High School Tunggangri? 3) How
implications of the formation of the personality of students through habituation to
read the Asmaul Husna and the Surah Yasin in State Islamic Junior High School
Tunggangri? As for the purpose of research in this case is 1) To explain the
process of the formation of the personality of students disciplined through
habituation to read the Asmaul Husna and the Surah Yasin in State Islamic Junior
High School Tunggangri 2) To explain the factors supporting and inhibiting the
formation of the personality of students through habituation to read the Asmaul
Husna and Surah Yasin in State Islamic Junior High School Tunggangri 3) To
explain the implications of the formation of the personality of students through
habituation to read the Asmaul Husna and the Surah Yasin in State Islamic Junior
High School Tunggangri. This thesis is useful for schools and society in general.
For readers of this research we can add to the discourse of science related to the
formation of the personality of students through habituation to read the Asmaul
Husna and the Surah Yasin.
This thesis is based on field data using a qualitative approach. Data were
collected using the method of observation, interviews and documentation using
descriptive data analysis techniques is directly along the process of collecting data
through data reduction, data presentation and verification.
The results showed that the process of formation of the personality of
students can be done through habituation to read the Asmaul Husna and the Surah
Yasin continuously. With the enthusiasm of students and teachers in habituation to
read the Asmaul Husna and the Surah Yasin of this habituation read the Asmaul
 xix

Husna and Surah Yasin can be used to improve the personality of learners so that
growing consciousness in the students to be honest and disciplined in your words
and deeds. The factors supporting the process of forming the personality of the
students are with their family environment and communities as well as with
activities that support well as their extracurricular activities are included in the
field of religious such as habituation to read the Asmaul Husna and the Surah
Yasin. Factors inhibiting the formation of the personality of students is the
presence of factors that inhibit the personality of students. These factors can
include poor family factors, the limited supervision of the school, and the lack of
infrastructure and low awareness of the students. While the implications of the
formation of the personality of students through habituation to read the Asmaul
Husna and Surah Yasin can make the students as individuals who fear that in
carrying out its activities acquire the urge to call for the truth.
 ‫‪xvi‬‬

‫ﺺ‬
‫اَﻟْ ُﻤﻠَ َﺨ ُ‬

‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ِ ْﰲ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫َْﺖ ﻋُْﻨـﻮَا ِن "إِﻧْ َﺸﺎءُ اﻟ ﱠﺸ ْﺨ ِ‬ ‫أَﻃْﺮُْو َﺣﺔُ ﲢ َ‬
‫ﱠﱵ َﻛﺘَﺒَْﺘـﻬَﺎ ﻓِﻄْ ِﺮ ﻳـ ُْﻮﻧِﻴَﺎ َﺳﺎ ِر ْي‪َ ،‬رﻗْ ُﻢ اﻟ ﱠﺪﻓْـﺘَـ ُﺮ اﻟ َﻘﻴﱢ ْﺪ‬ ‫اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي" اﻟ ِْ‬
‫ﺲ اﻟْﻌُﻠُ ْﻮِم‪،‬‬‫‪ ،2811133098‬اﻟﺴﻨﺔ ‪ ،2017‬ﻗِ ْﺴ ُﻢ اﻟﺘـ ْﱠﺮﺑِﻴَﺔُ اﻟ ﱢﺪﻳْﻨِﻴَ ِﺔ اْ ِﻹ ْﺳﻼَِﻣﻴَ ِﺔ‪ُ ،‬ﻛﻠﱢﻴَﺔُ اﻟﺘـ ْﱠﺮﺑِﻴَ ِﺔ َوﺗَ ْﺪ ِرﻳْ ُ‬
‫َﺎﺟ ْﺴﺘِﲑْ‪ ،‬اﳊَْﺎ ْج‪.‬‬ ‫ُﻮر ﻣ ُْﻮﻧَﺎرِْﺟﻲْ‪ ،‬اَﻟْﻤ ِ‬‫ﻳﻒ‪ ،‬اَﻟ ﱡﺪ ْﻛﺘ ْ‬ ‫اَﳉَْﺎ َﻣ َﻌﺔُ ا ِﻹ ْﺳﻼَِﻣﻴَ ِﺔ اَﳊُْﻜ ُْﻮِﻣﻴَ ِﺔ ﺗـ ُْﻮﻟُﻮْﻧﺞ اَﺟُﻮْﻧﺞ اَﻟْ ُﻤ ْﺸ ِﺮ ْ‬

‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ‬ ‫ْﺴﻴَ ِﺔ‪ :‬اَﻟ ﱠﺸ ْﺨ ِ‬

‫ﺼﻴَﺔُ‪ ،‬اَﻟﺘﱠـ َﻌ ﱡﻮ ُد‪ ،‬ﻗِﺮَاءَةُ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫َﺎت اﻟ ﱠﺮﺋِﻴ ِ‬
‫اﻟْ َﻜﻠِﻤ ُ‬

‫ﻀﺒِﻄٍَﺔ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِب ُﻣْﻨ َ‬ ‫ﺚ ِ ْﰲ َﻫ ِﺬ ِﻩ اْﻷَﻃُْﺮْو َﺣ ِﺔ ُﻫ َﻮ ‪َ (1‬ﻣﺎ ِﻫ َﻲ َﻋ َﻤﻠِﻴَﺔُ ﺗَ ْﻜ ِﻮﻳْ ِﻦ َﺷ ْﺨ ِ‬‫ﳏُُ ْﻮُر اﻟْﺒَ ْﺤ ِ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ِ ْﰲ اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ‬ ‫َوﻧَِﺰﻳْـ َﻬ ٍﺔ ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِب ِﻣ ْﻦ ِﺧﻼَ ِل اﻟﺘﱠـ َﻌ ﱡﻮِد‬
‫ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي؟ ‪َ (2‬ﻣﺎ ِﻫ َﻲ اﻟْ َﻌ َﻮا ِﻣ ُﻞ اﻟ ﱠﺪا َﻋ َﻤ ِﺔ َواﻟﱠِْﱵ ﲢََ ﱠﻮ ُل َد ْو َن ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ﻒ اْﻵﺛَﺎ ُر‬ ‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ِ ْﰲ اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي؟ ‪َ (3‬ﻛْﻴ َ‬ ‫َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ِ ْﰲ‬ ‫ب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬
‫اﻟْ ُﻤﺘَـَﺮﺗـﱠﺒَ ِﺔ َﻋﻠَﻰ ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ﺎث ِ ْﰲ َﻫ ِﺬ ِﻩ اﳊَْﺎﻟَِﺔ ُﻫ َﻮ ‪ (1‬ﻟِ ِﺸَﺮِح َﻋ َﻤﻠِﻴَ ِﺔ‬ ‫ض اْﻷَﲝَْ ِ‬ ‫اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي؟ َﻛ َﻤﺎ ﻟِﻐَْﺮ ِ‬
‫ْﲎ َوﺳ ُْﻮَرَة ﻳَﺲ ِ ْﰲ‬ ‫ﻀﺒِﻄٍَﺔ ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫ب ُﻣْﻨ َ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ﺼﻴَ ِﺔ‬ ‫اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي ‪ (2‬ﻟِ ِﺸَﺮِح اﻟْ َﻌ َﻮا ِﻣ ِﻞ اﻟ ﱠﺪا َﻋ َﻤ ِﺔ َواﻟﱠِْﱵ ﲢََ ﱠﻮ ُل ُد ْو َن ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ِ ْﰲ اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ‬ ‫ب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫اﻟﻄﱡﻼَ ِ‬
‫ب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَ ِة‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي ‪ (3‬ﻟِ ِﺸَﺮِح اْﻵﺛَﺎ ِر اﻟْ ُﻤﺘَـَﺮﺗـﱠﺒَ ِﺔ َﻋﻠَﻰ ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ْﲎ َوﺳ ُْﻮَرَة ﻳَﺲ ِ ْﰲ اﻟْ َﻤ ْﺪ َرﺳَـ ِﺔ اﻟﺜﱠﺎﻧَ ِﻮﻳـَ ِﺔ اﳊُْﻜ ُْﻮِﻣﻴَـ ِﺔ ﺗـُﻮْﳒَْﺎﳒِْﺮ ْي‪َ .‬ﻫ ِﺬ ِﻩ اْﻷَﻃُْﺮْو َﺣ ِﺔ ِﻫ َﻲ ُﻣ ِﻔْﻴ َﺪةٌ‬ ‫أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫ﺎب اﻟْ َﻌﻠَ ِﻤﻴَ ِﺔ َﺣ ْﻮ َل‬
‫ﻒ إِ َﱃ ِﺧﻄَ ِ‬ ‫ﻀْﻴ َ‬‫ﺚ ﳝُْ ِﻜﻨُـﻨَﺎ أَ ْن ﻧَ ِ‬ ‫ﻟِْﻠ َﻤ َﺪا ِر ِس َواﻟْ ُﻤ ْﺠﺘَ ِﻤ ِﻊ ﺑِ َﺸ ْﻜ ِﻞ َﻋ ٍﺎم‪ .‬ﻟِ ُﻘَﺮا ِء َﻫ َﺬا اﻟْﺒَ ْﺤ ِ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ‪.‬‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ﺎت‬‫ﺎت اﻟْ َﻤْﻴ َﺪاﻧِﻴَ ِﺔ ﺑِﺎ ْﺳﺘِ ْﺨ َﺪ ِام ِﺞ ﻧـَ ْﻮ ِﻋ ْﻲ‪َ .‬وﻗَ ْﺪ ﰎَﱠ ﲨَْ ُﻊ اﻟْﺒَـﻴَﺎﻧَ ِ‬ ‫ﺚ َﻋﻠَﻰ اﻟْﺒَـﻴَﺎﻧَ ِ‬ ‫َوﻳَ ْﺴﺘَﻨِ ُﺪ َﻫ َﺬا اﻟْﺒَ ْﺤ ِ‬
‫ﺻ ِﻔﻴَ ِﺔ‬
‫ﺎت اﻟْ َﻮ ْ‬‫ﺎت َْﲢﻠِْﻴ ِﻞ اﻟْﺒَـﻴَﺎﻧَ ِ‬
‫ب اﻟْ ُﻤﻼَ َﺣﻈَِﺔ َواﻟْ ُﻤ َﻘﺎﺑَﻼَ ِت َواﻟْ َﻮﺛَﺎﺋِ ِﻖ ﺑِﺎ ْﺳﺘِ ْﺨ َﺪ ِام ﺗَـ ْﻘﻨِﻴَ ِ‬ ‫ﺑِﺎ ْﺳﺘِ ْﺨ َﺪ ِام أُ ْﺳﻠُ ْﻮ ِ‬
‫ِﻖ ِﻣْﻨـﻬَﺎ‪.‬‬
‫َﺎت وَاﻟﺘﱠ ْﺤﻘ ِ‬
‫ض اﻟْﺒَـﻴَﺎﻧ ِ‬
‫ﺎت‪َ ،‬و َﻋَﺮ ُ‬ ‫ﺎت ِﻣ ْﻦ ِﺧﻼَِل اﳊَْ ﱢﺪ ِﻣ َﻦ اﻟْﺒَـﻴَﺎﻧَ ِ‬ ‫ُﻣﺒَﺎ َﺷَﺮِة َﻋﻠَﻰ َﻋ َﻤﻠِﻴَ ِﺔ ﲨَْ ِﻊ اﻟْﺒَـﻴَﺎﻧَ ِ‬
 ‫‪xvii‬‬

‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِب َوﳝُْ ِﻜ ُﻦ أَ ْن ﻳَﺘِ ﱠﻢ ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ‬ ‫ت اﻟﻨﱠﺘَﺎﺋِ ِﺞ أَ ﱠن َﻋ َﻤﻠِﻴَ ِﺔ ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬‫َوأَﻇْ َﻬَﺮ ُ‬
‫ﲔ ِ ْﰲ اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ‬
‫ب َواﻟْ ُﻤ َﻌﻠﱢ ِﻤ ْ َ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ﺑِﺎ ْﺳﺘِ ْﻤَﺮا ِر‪َ .‬ﻣ َﻊ ﲪََﺎ َﺳ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫ﲔ‬‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ ﳝُْ ِﻜ ُﻦ اِ ْﺳﺘِ ْﺨ َﺪا ِﻣ َﻬﺎ ﻟِﺘَ ْﺤ ِﺴ ْ ِ‬ ‫ْﲎ َوﺳ ُْﻮَرَة ﻳَﺲ ِﻣ ْﻦ َﻫ َﺬا اﻟﺘﱠـ َﻌ ﱡﻮِد ﻗَِﺮاءَةَ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫اﳊُْﺴ َ‬
‫ﻀﺒِ ٍﻂ ِ ْﰲ اْﻷَﻗْـ َﻮ ِال‬ ‫ﲔ َوُﻣْﻨ َ‬
‫ﺻﺎ ِدﻗِ ْ َ‬
‫ﲔ َﺣ ﱠﱴ أَ ﱠن اﻟْ َﻮ ِﻋ َﻲ اﻟْ ُﻤﺘَـﻨَﺎ ِﻣ ْﻲ ِ ْﰲ اﻟﻄﱡﻼَ ِب إِ َﱃ أَ ْن ﻧَ ُﻜ ْﻮ َن َ‬ ‫ﺼﻴَ ِﺔ اﻟْ ُﻤﺘَـ َﻌﻠﱢ ِﻤ ْ َ‬
‫َﺷ ْﺨ ِ‬
‫ب َوَﻣ َﻊ ﺑـَْﻴﺌَﺘِ ِﻬ ْﻢ اْﻷَ ْﺳ ِﺮﻳَِﺔ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ﻚ‪ .‬اَﻟْ َﻌ َﻮا ِﻣﻞُ اﻟ ﱠﺪا َﻋ َﻤ ِﺔ ﻟِ َﻌ َﻤﻠِﻴَ ِﺔ ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬‫ﺻ ِﺔ ﺑِ َ‬ ‫َواْﻷَﻓْـ َﻌ ِﺎل اﳋَْﺎ َ‬
‫ﺻ ِﻔﻴَ ِﺔ ِ ْﰲ ﳎََ ِﺎل اﻟ ﱢﺪﻳْﻨِﻴَ ِﺔ ِﻣﺜْ َﻞ‬‫ﻚ ﺗَ ْﺪ ُر ُج أَﻧْ ِﺸﻄَﺘِ َﻬﺎ اﻟْﻼَ ْ‬
‫ﻚ َﻣ َﻊ اْﻷَﻧْ ِﺸﻄَِﺔ اﻟﱠِْﱵ ﺗَ ْﺪﻋُ ُﻢ َﻛ َﺬﻟِ َ‬ ‫ﺎت َوَﻛ َﺬﻟِ َ‬ ‫َواﻟْ ُﻤ ْﺠﺘَ ِﻤ َﻌ ِ‬
‫ب ُﻫ َﻮ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ‪ .‬اَﻟْ َﻌ َﻮا ِﻣ ُﻞ اﻟﱠِْﱵ ﲢََ ﱠﻮ ُل ُد ْو َن ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬ ‫اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬
‫ب‪َ .‬وﳝُْ ِﻜ ُﻦ أَ ْن ﺗَ ْﺸ ِﻤ َﻞ َﻫ ِﺬ ِﻩ اﻟْ َﻌ َﻮا ِﻣ ِﻞ َﻋﺎﺋِﻠَ ِﺔ ﻓَِﻘْﻴـَﺮةِ‪،‬‬‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫ُو ُﺟ ْﻮ ُد اﻟْ َﻌ َﻮا ِﻣ ِﻞ اﻟﱠِْﱵ ﲢََ ﱠﻮ ُل ُد ْو َن َﺷ ْﺨ ِ‬
‫ﲔ أَ ﱠن‬ ‫ب‪ْ ِ .‬ﰲ ِﺣ ْ َ‬ ‫اف ُِﳏ ﱡﺪ ْوِد ِﻣ َﻦ اﻟْ َﻤ َﺪا ِر ِس‪َ ،‬و َﻋ َﺪ ُم ُو ُﺟ ْﻮِد اﻟْﺒَﻨِﻴَ ِﺔ اﻟﺘﱠ ْﺤﺘِﻴَ ِﺔ َوﻗِﻠﱠ ِﺔ اﻟْ َﻮ ِﻋ ْﻲ ﻟَ َﺪ ِى اﻟﻄﱡﻼَ ِ‬
‫َوإِ ْﺷَﺮ ِ‬
‫ْﲎ َوﺳ ُْﻮَرةَ ﻳَﺲ‬ ‫ب ِﻣ ْﻦ ِﺧﻼَِل اﻟﺘﱠـ َﻌ ﱡﻮِد َﻋﻠَﻰ ﻗَِﺮاءَةِ أَﲰَْﺎءُ اﳊُْﺴ َ‬ ‫ﺼﻴَ ِﺔ اﻟﻄﱡﻼَ ِ‬ ‫اْﻵَﺛَﺎ َر اﻟْ ُﻤﺘَـَﺮﺗـﱠﺒَ ِﺔ َﻋﻠَﻰ ﺗَ ْﺸ ِﻜْﻴ ِﻞ َﺷ ْﺨ ِ‬
‫ﺼ ْﻮِل َﻋﻠَﻰ اﻟﱡﺮ ْﻏﺒَ ِﺔ ِ ْﰲ‬
‫ب َﻛﺄَﻓْـَﺮا ِد اﻟﱠ ِﺬﻳْ َﻦ ﳜَْ َﺸ ْﻮ َن ِﻣ ْﻦ أَ ﱠن ِﰲء اﻟْ ِﻘﻴَ ِﺎم ﺑِﺄَﻧْ ِﺸﻄَﺘِ َﻬﺎ اﳊُْ ُ‬
‫ﳝُْ ِﻜ ُﻦ أَ ْن َْﲡ َﻌ َﻞ اﻟﻄﱡﻼَ ِ‬
‫اﻟ ﱠﺪ ْﻋ َﻮةِ إِ َﱃ اﳊَِْﻘْﻴـ َﻘ ِﺔ‪.‬‬