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1
Salsabila, Denisa, and Rini Rahman. "Sistem Boarding School dalam Membentuk Kedisiplinan Siswa di SMA Dar El-Iman Islamic Boarding School Kota Padang." AS-SABIQUN 5, no. 3 (May 1, 2023): 704–17. http://dx.doi.org/10.36088/assabiqun.v5i3.3293.
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Education as an effort to form a generation that is intelligent and has good character. One of the good characters that needs to be formed in students is discipline. The education system that can shape student discipline is the Boarding School. Boarding schools are considered to be able to form discipline because students are guided and controlled directly by the dormitory supervisor who lives with the students in the dormitory. This study aims to find out the form of student discipline and the obstacles encountered in forming discipline at SMA Dar El-Iman Islamic Boarding School, Padang City. The method used is a qualitative research method with a type of field research (field research). Sources of data were obtained through in-depth interviews with hostel supervisors and students. To obtain the results of the interviews, the interview guide was used as a research instrument. Data collection techniques used are interviews, observation and documentation. While the data analysis technique is in the form of data reduction, data presentation and drawing conclusions. The findings in this study are; The first form of discipline for Dar El-Iman Islamic Boarding School high school students includes: a) Discipline in worship, students are disciplined in doing the midnight prayer, sunnah fasting, halaqah tahsin tahfidz and muroja`ah Al Qur`an. But lack of discipline in doing congregational prayers. b) Time discipline, some students lack discipline in time. c) Discipline in learning and practice, students are very enthusiastic and disciplined in learning and practicing d) Discipline is clean, tidy, orderly and orderly, overall students are still not clean, neat, orderly and orderly. e) Discipline in guarding the heart, students are disciplined in guarding the heart, that is, it can be seen that students really care about speech, politeness, respect, motivating one another and being honest. Second, the obstacles faced in forming discipline are that students are less consistent in carrying out discipline, adjustments to changes in systems and policies, hard to find examples.
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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (October 10, 2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.
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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.
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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.
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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
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Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.
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Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.
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Ferdinand, Novingky, Guruh Herman Was'an, Rizky Maulana, Nurul Oktaviani, Siti Aminah, and Komarudin Komarudin. "Meningkatkan Kedisiplinan Siswa Melalui Perspektif Syariah di SMK Bina Mandiri Multimedia." Jurnal Pengabdian Masyarakat Madani (JPMM) 2, no. 1 (February 23, 2022): 90–93. http://dx.doi.org/10.51805/jpmm.v2i1.72.
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The goals of national education will not be achieved without discipline. Islam is a religion that teaches discipline as well as gentleness. Students in schools should carry out a disciplined attitude by obeying all the rules that apply in their school which is called student discipline. The Covid-19 pandemic has reduced the level of student discipline, especially student discipline at school. Community service activities in the form of counseling aim to improve student discipline through a sharia perspective at SMK Bina Mandiri Syariah. The method used is counseling activities and activity evaluation. The results of the extension activities found that there were main obstacles experienced by students in the application of discipline in schools, namely the adaptation process from the online teaching and learning system to the face-to-face system. The results of the evaluation of activities are known to increase the insight and commitment of students of SMK Bina Mandiri Multimedia in applying student discipline through a Sharia perspective, both inside and outside school. This community service activity is very useful for students at Bina Mandiri Multimedia Vocational School to improve student discipline through a sharia perspective.
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Gastic, Billie. "Disproportionality in School Discipline in Massachusetts." Education and Urban Society 49, no. 2 (July 27, 2016): 163–79. http://dx.doi.org/10.1177/0013124516630594.
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The racial discipline gap—the finding that Black and Latino students are more likely to be disciplined at school than White students, and often more harshly—has implications for students’ academic success. This study concluded that differences in students’ behavior do not fully explain the disproportionate likelihood that Black students are disciplined for fighting at school. Black students were found to be significantly more likely than White students to be cited for physical fights in schools.
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Perry, Brea L., and Edward W. Morris. "Suspending Progress." American Sociological Review 79, no. 6 (November 5, 2014): 1067–87. http://dx.doi.org/10.1177/0003122414556308.
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An influential literature in criminology has identified indirect “collateral consequences” of mass imprisonment. We extend this criminological perspective to the context of the U.S. education system, conceptualizing exclusionary discipline practices (i.e., out-of-school suspension) as a manifestation of intensified social control in schools. Similar to patterns of family and community decline associated with mass incarceration, we theorize that exclusionary discipline policies have indirect adverse effects on non-suspended students in punitive schools. Using a large hierarchical and longitudinal dataset consisting of student and school records, we examine the effect of suspension on reading and math achievement. Our findings suggest that higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts. This effect is strongest in schools with high levels of exclusionary discipline and schools with low levels of violence, although the adverse effect of exclusionary discipline is evident in even the most disorganized and hostile school environments. Our results level a strong argument against excessively punitive school policies and suggest the need for alternative means of establishing a disciplined environment through social integration.
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Faiz, Fajar Ridho Fatan, Nurhadi Nurhadi, and Abdul Rahman. "Pembentukan Sikap Disiplin Siswa Pada Sekolah Berbasis Asrama." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (July 31, 2021): 309–26. http://dx.doi.org/10.37680/qalamuna.v13i2.902.
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Boarding school education instills various kinds of values and characters to improve student discipline, both while undergoing education at school and when completing education. This study aims to explain the formation of student discipline in boarding schools. This study uses a qualitative method with an ethnographic approach. Data collection comes from the results of participatory observation, documentation, and in-depth interviews. Data analysis used disciplinary mechanism theory and Foucault's Panopticon. The results of this study indicate that the active role played by the teacher council, vice principal for student affairs, and school administrators in enforcing school rules has a significant relationship in shaping student discipline attitudes. The formation of students' disciplined attitudes is reflected in the various activities found in Islamic boarding schools and schools. Not arriving late at school, performing prayers on time, dressing neatly, participating in afternoon apple activities, cleaning the environment, and not violating the rules that have been set are activities carried out by students in forming their disciplinary attitude. Discipline formation is also carried out through two disciplinary mechanisms, namely by supervision through rules and punishments.
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Sadık, Fatma, and Halil İbrahim Öztürk. "Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 729–70. http://dx.doi.org/10.14527/pegegog.2018.029.
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This research is a phenomenology study which is one of the qualitative studies that examines the views of school administrators about discipline and disciplinary problems. 18 high school administrators participated to the research in Kozan district. Data collected by interview were analyzed by content analysis method. As a result of the study, school administrators defined the discipline as responsibility, system and order. A disciplined school must have the following features: everyone fulfills their duties, students should be academically successful, the educational materials are complete, and schools are clean and orderly. School administrators listed common disciplinary problems as: unfulfilled academic responsibilities at high school, the use of harmful substances, disobeying the dress code and violence. Administrators have associated discipline problems with student characteristics and the attitudes of their families. As a result of the research, it is seen that the school administrators prompt guidance service, classroom teacher and family cooperation in the process of managing the disciplinary problems, and they also take care to make interview and guidance work with the students. School administrators' expectations are that the parents should support the school's decisions and that the discipline regulation in the education system should be updated in accordance with the social conditions.
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Kitchens, Karin, and NaLette Brodnax. "Race, School Discipline, and Magnet Schools." AERA Open 7 (January 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.
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School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.
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Obadire, Olufunmilayo Tenidade, and Dzivhonele Albert Sinthumule. "Learner discipline in the post-corporal punishment era: What an experience!" South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1862.
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Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners’ disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners’ disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.
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Amin, Alfauzan, Alimni Alimni, Dwi Agus Kurniawan, Sabila Eka Septi, and Miftahul Zannah Azzahra. "The Study of Differences and Influences of Teacher Communication and Discipline Characters of Students." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (October 7, 2021): 622. http://dx.doi.org/10.23887/jisd.v5i4.39546.
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Islamic education is one of the subjects related to the formation of the character of students in schools. However, in the formation of student discipline character is still less attention and development. One way to form a good student discipline character is to connect teacher communication and student discipline character so that students can have good discipline character. Therefore, the authors conducted research related to teacher communication and student discipline character in learning Islamic religious education. The purpose of this study was to determine the comparison and influence of teacher communication variables and the disciplined character of elementary school students. This type of research uses mixed research methods with an explanatory design. Mixed methods research is a combination of quantitative research methods and qualitative research methods. This research was conducted by distributing questionnaires and interviews. The data analysis technique used is random sampling. The research subjects in this study were 80 students in elementary schools. The results obtained are elementary school 9 Jambi City has a higher percentage than elementary school 9 Bengkulu City so that elementary school 9 Jambi City has advantages in teacher communication and student discipline character. The conclusion of this study is that there is a comparison and influence of teacher communication and student discipline character.
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Sabila, Sakin, I. Made Suarjana, and Made Sumantri. "The Study of Differences and Influences of Teacher Communication and Discipline Characters of Students." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (October 11, 2021): 631. http://dx.doi.org/10.23887/jisd.v5i4.40127.
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Islamic education is one of the subjects related to the formation of the character of students in schools. However, in the formation of student discipline character is still less attention and development. One way to form a good student discipline character is to connect teacher communication and student discipline character so that students can have good discipline character. Therefore, the authors conducted research related to teacher communication and student discipline character in learning Islamic religious education. The purpose of this study was to determine the comparison and influence of teacher communication variables and the disciplined character of elementary school students. This type of research uses mixed research methods with an explanatory design. Mixed methods research is a combination of quantitative research methods and qualitative research methods. This research was conducted by distributing questionnaires and interviews. The data analysis technique used is random sampling. The research subjects in this study were 80 students in elementary schools. The results obtained are elementary school 9 Jambi City has a higher percentage than elementary school 9 Bengkulu City so that elementary school 9 Jambi City has advantages in teacher communication and student discipline character. The conclusion of this study is that there is a comparison and influence of teacher communication and student discipline character.
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Morris, Edward W. "“Tuck in that Shirt!” Race, Class, Gender, and Discipline in an Urban School." Sociological Perspectives 48, no. 1 (March 2005): 25–48. http://dx.doi.org/10.1525/sop.2005.48.1.25.
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This article explores how schools reproduce race, class, and gender inequality through the regulation of students' bodies. Using ethnographic data from an urban school, I examine how assumptions guiding bodily discipline differed for different groups of students. First, adults at the school tended to view the behaviors of African American girls as not “ladylike” and attempted to discipline them into dress and manners considered more gender appropriate. Second, school officials tended to view the behaviors of Latino boys as especially threatening, and members of this group often received strict, punitive discipline. Third, school officials tended to view the behaviors of white and Asian American students as nonthreatening and gender appropriate and disciplined these students less strictly. To conclude, I discuss the importance of viewing race, class, and gender in schools simultaneously and the problems associated with disciplinary reform in education.
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Bánovčanová, Zuzana, and Dana Masaryková. "The docile body – Reflecting the school." Journal of Pedagogy 5, no. 2 (December 1, 2014): 251–64. http://dx.doi.org/10.2478/jped-2014-0012.
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Abstract The paper deals with corporeality in the school environment from a historical perspective. The body has tended to appear and disappear in the discourse and scientific disciplines and has permeated education. This permeation can be viewed traditionally within Merleau-Ponty’s phenomenological theory of the “lived body” but also in school discipline. Discipline is typically used to organise the school and is unquestionably associated with the body and corporeality. In this article, we therefore rely on Foucault’s theories. Docile bodies are typically found in schools and classrooms and are shaped by the institution so that they are easy to manage and control. In part, we demonstrate this using handwriting in schools as an example.
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Cretser, Gary A. "Judging School Discipline." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 724–26. http://dx.doi.org/10.1177/009430610403300659.
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Rich, John Martin, and Charles C. Thomas. "Innovative School Discipline." NASSP Bulletin 70, no. 490 (May 1986): 127–28. http://dx.doi.org/10.1177/019263658607049036.
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Menacker, Julius C., Emanuel Hurwitz, and Ward Weldon. "Legislating School Discipline." Urban Education 23, no. 1 (April 1988): 12–23. http://dx.doi.org/10.1177/0042085988023001002.
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Mahmudah, Siti, and M. Bambang Edi Siswanto. "Analysis of The TPDS in Improving Student’s Discipline at SDIT Ar-Ruhul Jadid Jombang." IJPSE Indonesian Journal of Primary Science Education 4, no. 2 (April 8, 2024): 299–305. http://dx.doi.org/10.33752/ijpse.v4i2.4202.
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Disciplinary education is an educational process that aims to help students grow and develop attitudes of discipline, obedience and respect in everyday life. Implementing discipline in schools is certainly not enough to just rely on the learning process in the classroom, but there needs to be a special team tasked with enforcing student discipline. This aims to ensure that the application of discipline is more controlled both when students are in class and outside of class, so that students will get used to being disciplined in carrying out any activity. Given this phenomenon, the aim of this research is to find out whether the School Discipline Enforcement Team (TPDS) program has a positive impact on student behavior at Ar-Ruhul Jadid Integrated Elementary School Jombang. This research is a type of narrative descriptive research and is qualitative in nature. Ar-Ruhul Jadid Jombang Integrated Elementary School students from grades one to five were used as research subjects. In this research, observation, interviews and documentation methods were used to collect data. The observation data will be checked up to the data display stage, after which the results will be confirmed and validated. Data from interviews and observations are used as the basis for documentation. The results of research conducted at the Ar-Ruhul Jadid Jombang Integrated Elementary School show the influence of the School Discipline Enforcement Team (TPDS) program on student discipline, including reducing student tardiness, students' ability to comply with regulations, and students' ability to be disciplined with time, worship, rules, and in learning activities. This impact leads to the conclusion that the School Discipline Enforcement Team (TPDS) program can have a very good impact on students, enabling them to develop a disciplinary attitude towards others and themselves.
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Ambami, Neneng Syaripah, Siti Hadiyati Dini, and Ahmad Riyadi. "Implementasi Manajemen Kesiswaan Dalam Meningkatkan Kedisiplinan Siswa Kelas VIII MTs Al Falah Kecamatan Tapos Kota Depok." Transformasi Manageria: Journal of Islamic Education Management 4, no. 1 (August 10, 2023): 247–55. http://dx.doi.org/10.47467/manageria.v4i1.4487.
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student discipline is a rule that always exists in the educational environment, disciplinary attitude is a mandatory attitude and must be possessed by every individual, especially schools. School is one of the educational environments after family education that must pay attention to student discipline in participating in the learning process, because it needs cooperation between parents, principals and teachers in improving student discipline. By increasing the attitude of discipline, management is also needed, the management needed is student management which regulates student activities at school and also plays a role in increasing student discipline. The implementation of management in schools certainly plays a very important role in an activity that is carried out effectively and efficiently to improve school performance in achieving educational goals. in this research conducted at MTs Al Falah, Tapos District, Depok City, which is an institution that supports students to live a disciplined life. The method used in this research is descriptive qualitative research. Data collection techniques are interviews, observation, and documentation. In this study, the subject were school princhipals, class VIII teachers, vice principals and guidance and counseling teachers.The results of the study show that the implementation of student management in improving student discipline has been carried out well. However, the attitude of discipline must be further enhanced by imposing penalties or sanctions for those who violate it, and student management must be able to manage students more effectively
Keywords: discipline, student management
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Van Wyk, C., and A. M. Pelser. "Leaderships Role In Effective Implementation Of School Discipline Policies." International Business & Economics Research Journal (IBER) 13, no. 4 (June 30, 2014): 833. http://dx.doi.org/10.19030/iber.v13i4.8691.
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Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.
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Tefera, Adai A., Genevieve Siegel-Hawley, Ashlee Sjogren, and David Naff. "Disrupting disparities in school discipline." Phi Delta Kappan 105, no. 7 (March 25, 2024): 32–37. http://dx.doi.org/10.1177/00317217241244903.
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Schools across the country are grappling with vocal resistance to educational equity efforts, while disparities, including racial disproportionality in school discipline, persist. In this research-practice-partnership project, Adai A. Tefera, Genevieve Siegel-Hawley, Ashlee Sjogren, and David Naff learned of the ways educators and leaders across three distinct schools adopted and engaged in widespread discipline interventions and practices that often failed to consider race, culture, and context — issues central to racial disproportionality in discipline. To counter these race-evasive interventions and practices, they offer recommendations for leaders, educators, and students to engage in race-conscious discipline to advance more just school policies and practices.
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Putnam, Robert F., Marcie W. Handler, and James K. Luiselli. "Positive Schools: An Approach to School Discipline." Psychiatric Services 54, no. 7 (July 2003): 1039. http://dx.doi.org/10.1176/appi.ps.54.7.1039.
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Nguyen, Bach Mai Dolly, Pedro Noguera, Nathan Adkins, and Robert T. Teranishi. "Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline." American Educational Research Journal 56, no. 5 (March 6, 2019): 1973–2003. http://dx.doi.org/10.3102/0002831219833919.
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Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander (AAPI) subgroups. We find that when AAPI data are disaggregated, significant variations in discipline patterns emerge. Pacific Islanders are nearly twice as likely as their White peers to be disciplined when separated from Asian Americans, and all Pacific Islander subgroups are at equal or higher risk for discipline. We also find a discipline gap between ethnic subgroups. Our findings affirm the need to further refine the analyses of race and school discipline.
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Ibrahim, Mohammed Gunu. "Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice." International Journal of Social Science Research and Review 5, no. 9 (September 28, 2022): 503–13. http://dx.doi.org/10.47814/ijssrr.v5i9.611.
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There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed to explore the theoretical underpinning of Distributed Leadership and Positive Behaviour Management and the empirical evidence of using these concepts in developing successful schools. The findings of the research demonstrated that the link between Distributed Leadership and Positive Behaviour Management is positive and significant. This understanding has implications for how Positive Behaviour Management is conceptualized and implemented in schools by school leaders and teachers.
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Syaikhoni, Yusuf, Subandi Subandi, Kharis Fadillah, and Wiwied Pratiwi. "The Implementation of Student Discipline Character through School and Parents' Collaboration." Bulletin of Pedagogical Research 1, no. 2 (February 8, 2021): 174. http://dx.doi.org/10.51278/bpr.v1i2.195.
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A person who has a disciplined attitude will reflect through obedient. obedient and orderly behavior with a feeling of responsibility for what has become the rules he has received. In reality, discipline seems hard for some people to do, it covers all aspects of discipline. Tujuan penelitian ini adalah menganalisis faktor-faktor yang melatarbelakangi minimnya karakter disiplin siswa di SMP Islam Cendikia Darussalam dan menganalisis bentuk kerjasama sekolah dan orang tua di SMP Islam Cendikia Darussalam The method used in this research is a qualitative approach, the methods that are usually used are interviews, observation, and document. Qualitative descriptive in this study is used to develop a theory that is built through data obtained in the field. The factors that influence students, thats is parenting styles in daily life, social relationships, and self-understanding. The forms of cooperation that exist are cooperation and socialize school rules, form school and parent / guardian cooperation organizations, school committees, home visits, receive visits from parents of guardians, collaborate in groups, and carry out counseling guidance at schools. Efforts are made through collaboration, namely carrying out deliberations with guardian parents, learning the character of discipline from an early age which is carried out jointly between teachers and schools, internalizing disciplinary values in subjects, building a conducive school environment in various ways including those equipped with school infrastructure, holding positive activities that build character values of students, control, rewards and punishments, and modeling.
Keywords: Learning Caracters, Disciplined Attitude, Collaboration School
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Tefera, Adai A., Genevieve Siegel-Hawley, and Ashlee L. Sjogren. "The (In)Visibility of Race in School Discipline Across Urban, Suburban, and Exurban Contexts." Teachers College Record: The Voice of Scholarship in Education 124, no. 4 (April 2022): 151–79. http://dx.doi.org/10.1177/01614681221093282.
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Background/Context: Racial disparities in school discipline represent a long-standing injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be forced into the complex nexus of education and incarceration. Focus of Study: In this study, we aimed to understand how different racial contexts in urban, suburban, and exurban schools shaped responses to and understandings about racial disparities in school discipline. Drawing on an interdisciplinary framework that centers the visibility and invisibility of race (Artiles, 2019) throughout the disciplinary cycle, this study was guided by two research questions: (1) What are the similarities and differences in educators’ and students’ understandings of racial contexts and racial disparities in school discipline across urban, suburban, and exurban school districts? (2) How do urban, suburban, and exurban school districts’ racial contexts shape educators’ responses to racial disparities in discipline? Research Design: This research was part of a larger mixed-methods research–practice partnership that aimed to understand racial disparities in school discipline and how to address them across varying school contexts in Central Virginia. The qualitative portion of the study included individual and focus group interviews and classroom observations. The findings reported in this article focus specifically on 50 individual and focus group interviews with teachers, leaders, staff, and students. Findings: Our findings demonstrate the ways race was made visible and invisible in responses to and understandings about racial disparities in discipline. This was evident in the ways deficit perspectives were racialized and how race-evasive perspectives and ideologies dominated educators’ responses to the problem. We found these responses were mediated by the racial contexts of each school. For instance, we learned that educators at the urban middle school with a majority of Black and Latinx students were the most willing to discuss the role of race and racism in shaping racial disparities in discipline compared with educators at the suburban and exurban schools. Educators at the racially diverse suburban high school focused on socioeconomic diversity and relied on deficit cultural explanations for poverty. Contrastingly, educators at the exurban school openly discussed its racial homogeneity with its mostly White students, and their language regarding racial disparities was laced with race-evasive terms and some racist perspectives. Across suburban and exurban school contexts, many educators adopted race-evasive and deficit rationales for disproportionality in ways that failed to consider the role of the school in disciplinary outcomes. We also found that students across the three school contexts were more willing than educators to discuss the role of race and racism in explaining disparities in discipline. Conclusions/Recommendations: Findings from this study have important implications for how schools can respond more effectively to racial disparities in discipline. First, it is important that schools create policies and practices that provide clear guidelines to promote racial equity in discipline. Data should therefore be collected, shared, discussed, analyzed, and used to inform how to improve disciplinary practices and interventions at multiple intersections (e.g., by race, gender, socioeconomic status, and disability) given research that demonstrates disproportionality in discipline emerges among students of color and multiply-marginalized students. Second, schools must critically examine how their everyday beliefs about race become enacted in practice and ultimately institutionalized, thereby granting privileges to dominant groups. Third, schools can benefit from including and engaging with students as they reform disciplinary procedures to address racial disparities. Ultimately, disrupting racial inequities in discipline requires responses that include engagement with race and racism in ways that attend to both individual beliefs and school policies and practices.
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Putra, Eka. "DISCIPLINE INFLUENCE THE PEFORMANCE OF TEACHER WORKING PUBLIC PRIMARY SCHOOLS JUNIOR HIGH SCHOOL MANDAU KABUPATEN BENGKALIS." Jurnal Niara 11, no. 2 (December 9, 2018): 159–66. http://dx.doi.org/10.31849/nia.v11i2.2113.
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This research was conducted at junior school 8 Mandau Kecamatan Mandau. The purpose of this study was to determinance the effect of discipline influance the performance of teacher working in the office Mandau.The population in this were 45 teacher. In this study the sampling using saturated sample. Is aqual to 45 teacher. Data analysis in this research use descriptive and quantitative method.The result showed that the discipline of positive and significant of teacher working. The amount of influence of teacher working is disciplined by 53,9 percent while the rest 46,1 percent describing other independent variables that are not observed in this study.Recommendation can be submitted to the public junior School 8 Mandau Kecamatan Mandau, for even more attention is disciplined, this is because the disciplined has agreat influance, that is 53,9 percent.
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Aslamiyah, Siti Suwaibatul. "IMPLEMENTASI TATA TERTIB SEKOLAH DALAM PENANAMAN BUDAYA DISIPLIN SISWA." TA'LIM : Jurnal Studi Pendidikan Islam 3, no. 2 (July 28, 2020): 183–94. http://dx.doi.org/10.52166/talim.v3i2.2053.
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Rules are binding ones and become guidelines for schools tocreate a safe and orderly school atmosphere. They are also used as a reference for norm that must be created and implemented by schools, especially in producing good-behaved student. School rules must be implemented properly along with sanctions or penalties for violatorsof discipline in order to facilitate the cultivation of student’s culture of discipline. The support and cooperation of school members could also help create a culture or discipline for students. On account of school discipline rules, student are able to control their disciplinary behavior maximally. In order to achieve the expected disciplinary result, discipline must be carried out effectively. In addition, it is necessary to have the support and cooperation of all school members in order to realize student’s discipline. Therefore, in this paper, the writer will explain about the implementation of school rules in cultivating student’s culture of discipline, obstacles in implementing school rules and how to overcome them, and the role of school members in cultivating student’s culture of discipline. implementation
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Badamas, Lasbat. "Personality Type and Discipline Among Senior Secondary School Students in Ilorin Metropolis, Kwara State." Interdisciplinary Journal of Education 5, no. 1 (May 31, 2022): 25–35. http://dx.doi.org/10.53449/ije.v5i1.74.
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Students’ personality type determines the discipline of the students either positively or negatively. The main purpose of the study was to examine the influence of personality type, gender and school type on discipline among selected senior secondary school students in Ilorin Metropolis. This research work was designed to cover Senior Secondary II in Ilorin Metropolis. The sample for this study comprised 200 senior secondary school II students in Ilorin Metropolis. Simple random sampling technique was used to select 10 senior secondary schools (five public and five private). Data collected through a researcher designed questionnaire was analysed with the use of percentage and independent t-test. The formulated hypotheses were tested at 0.05 level of significance. Results of the study showed that majority of the senior secondary school students in Ilorin Metropolis had type ‘B’ personality. Results also revealed that the level of discipline among selected senior secondary school students in Ilorin Metropolis was high. This means that majority of the sampled students were disciplined. This result is plausible where the students abide by rules and regulations within and outside school.
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Roch, Christine H., and Jason Edwards. "Representative Bureaucracy and School Discipline." American Review of Public Administration 47, no. 1 (July 28, 2016): 58–78. http://dx.doi.org/10.1177/0275074015589126.
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This article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations—group contact theory and group threat theory—to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities.
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Adha, Erni, Murniati Murniati, and Nasir Usman. "Principal Leadership in Improving Teacher Discipline at Sigli 3 Public Elementary School and Block Sawah Public Elementary School, Pidie Regency." International Journal of Engineering Business and Social Science 1, no. 06 (July 25, 2023): 600–615. http://dx.doi.org/10.58451/ijebss.v1i06.75.
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Principal leadership is a pattern of consistent behavior shown by leaders when leaders try to influence the activities of others. Good school principal leadership must be able to strive for increased discipline for teachers and the school environment. The purpose of this study was to find out how the principal's leadership in improving teacher discipline at SD Negeri 3 Sigli and SD Negeri Blok Sawah, Pidie Regency. This study used a qualitative approach with a descriptive research type. Data collection techniques using observation, interviews, and documentation. The data analysis technique used is descriptive qualitative analysis with data reduction techniques, data presentation, and drawing conclusions. Based on the research findings, it was found that: (1) Programs that are planned and carried out to improve teacher discipline include: setting rules, teaching discipline, learning planning discipline, learning implementation discipline, learning evaluation discipline; (2) The principal's strategy in improving teacher discipline is by: providing motivation, setting a positive example, admonishing (punishment) and give gifts (reward) for disciplined teachers, make direct observations during learning and extracurricular activities, then evaluate teachers by providing criticism and suggestions at teacher coordination meeting forums and conducting performance appraisals; and (3) Obstacles to school principals in improving teacher discipline, namely: lack of motivation in increasing discipline, distance and travel time to school, lack of family support, and the presence of some people who are less sensitive to reprimands and input.
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Said, Osman, Mohd Nasir Rayung, Syahrul Nizam Salam, and Abdul Said Ambotang. "THE INFLUENCE OF TEACHER ATTITUDE, TEACHER KNOWLEDGE, AND TEACHER SOFT SKILLS WITH COMPETENCE OF DISCIPLINE MANAGEMENT AT PRIMARY SCHOOL IN SABAH." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 188–205. http://dx.doi.org/10.35631/ijepc.5350017.
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This study aimed to identify the influence of the attitude on discipline, knowledge, and skills of the discipline headteacher on discipline management competency in a national school in Sabah. A total of 320 disciplined headteachers as respondents were selected through a combination of graded random sampling techniques. The data were analyzed using IBM SPSS statistics and SEM-AMOS analysis. The findings show that attitudes on discipline are at an extremely high level, while knowledge, the skill of the discipline headteacher, and discipline management competency are at a high level. Pearson correlation analysis showed that there was a significant correlation between attitudes on discipline, knowledge, and skills of head discipline teachers with discipline management competence of national school. Data also showed regression analysis it was found that there was a significant influence on predictor factors (attitude on discipline, knowledge, and skills of head discipline teachers) on discipline management competency in primary national school. SEM analysis showed that there is a significant contribution model. The implications of this study suggest that national school discipline management competencies need to be constantly enhanced and improved over time to produce balanced academic, personal, co-curriculum, and spiritual human capital.
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Qonita, Rizka, Machful Indra Kurniawan, and Mahardika Darmawan Kusuma Wardana. "Developing Discipline Character of Elementary School Students through Punishment." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 31, 2022): 3613–22. http://dx.doi.org/10.35445/alishlah.v14i3.1760.
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This study aims to implement the punishment method to develop the disciplined character of elementary student. The research used participatory action research with 35 third-grade elementary school students. The data was collected using observation consisting of several cycles. Each cycle consists of initial reflection, planning and observation, and reflection. Data analysis was carried out by converting the percentage of success indicators of discipline character. The results of this action research can be seen from the achievement of indicators of the success of the discipline character as follows (1) the discipline character of the realm of obeying the rules in the first cycle was 65% (less) and increased in the second cycle by 79% (good). (2) the discipline character of the realm of responsibility towards oneself in the first cycle by 67% (less), increasing in the second cycle by 73% (good), and (3) the disciplined character in the realm of implementing regulations in the first cycle by 63% (less) increasing in the first 2nd cycle of 71% (good). Thus, it can be concluded that the application of punishment to elementary school students can improve their disciplined character.
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Anggraini, Reka, and Dina Sukma. "Hubungan Kedisiplinan Belajar dengan Prestasi Belajar Siswa." MASALIQ 4, no. 3 (May 27, 2024): 750–59. http://dx.doi.org/10.58578/masaliq.v4i3.3069.
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A common issue often encountered in schools is the lack of student discipline in adhering to regulations. Student discipline in learning is observed through their obedience to rules related to teaching and learning activities, including school entry and exit times, compliance with dress codes, participation in school activities, and more. Discipline in learning can enhance student academic performance. Thus, students with disciplined attitudes are likely to improve their academic achievements. This research employs a descriptive correlational method. The study population consists of 278 students in grades X and XI at SMAN 2 Bayang, with a research sample of 164 students selected through stratified random sampling. The results show a moderate and significant positive relationship between learning discipline and academic performance. The study recommends that guidance counselors increase their attention to students by providing informational services, group guidance, and individual counseling.
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Kupchik, Aaron, and Nicholas Ellis. "School Discipline and Security." Youth & Society 39, no. 4 (August 9, 2007): 549–74. http://dx.doi.org/10.1177/0044118x07301956.
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McDaimiel, Thomas R. "School Discipline in Perspective." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 8 (April 1986): 369–70. http://dx.doi.org/10.1080/00098655.1986.9955693.
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Gelfman, Mary H. B. "Does the School Nurse Have a Role to Play in School Discipline?" Journal of School Nursing 18, no. 1 (February 2002): 48–53. http://dx.doi.org/10.1177/10598405020180010901.
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Student discipline has become a subject of increasing concern at local, state, and national levels. This article is a discussion of current federal, state, and local school district legal requirements for student discipline in public schools with examples that illustrate several issues that could or should involve a school nurse. A brief history of the legal developments in school discipline includes key U.S. Supreme Court decisions and Acts of Congress. School district options in policy development and disciplinary procedures are discussed. Some of the discipline incidents include issues of nurse–patient confidentiality.
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Mudhoffar, Ghozy Ridho, Partono Partono, and Eko Prihandono. "PENGEMBANGAN PERANGKAT BEL SEKOLAH OTOMATIS DENGAN MICROCONTROLLER ARDUINO UNO BERBASIS INTERNET of THING (IoT)." JURNAL FIRNAS 3, no. 1 (May 27, 2022): 37–47. http://dx.doi.org/10.24127/firnas.v3i1.3412.
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Abstract: The problem of undisciplined use of time can affect a person's success. A student is required to be disciplined, especially time discipline. The discipline of a student's time in school is usually marked and regulated by the school bell. The ringing of the bell in most schools still uses manual, so sometimes errors still occur, such as late ringing it. Then an automatic school bell was made that is integrated with electronic components to increase interest in helping students be disciplined. An automatic school bell is a tool that combines Arduino Uno with several other components so that the tool can sound automatically. The automatic school bell can also be used as a learning resource for physics. Developing this automatic school bell is a source of learning physics in electromagnetic wave material and digital technology and can help improve student discipline. This research method uses the (R&D) method with the ADDIE model. Research data was obtained from the results of expert validation and user responses. The validation results by two experts on media aspects obtained an average percentage of 96.25% with the criteria of "Very Eligible," and the results of validation by three experts on material aspects obtained a percentage of 91.03% with the criteria of "Very Eligible." then the results of the practicality of using the school bell automatically get an average percentage of 91.2% with the "Very Practical" CriteriaKeywords: Development, automatic school bell, Physics Learning Resources
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Jinot, Belle Louis. "The Causes of a Lack of Discipline among Secondary School Learners in Mauritius." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 35–46. http://dx.doi.org/10.2478/mjss-2018-0003.
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AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.
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“Trey” Marchbanks, Miner P., Anthony A. Peguero, Kay S. Varela, Jamilia J. Blake, and John Major Eason. "School Strictness and Disproportionate Minority Contact." Youth Violence and Juvenile Justice 16, no. 2 (December 29, 2016): 241–59. http://dx.doi.org/10.1177/1541204016680403.
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There are racial and ethnic disparities associated with school discipline practices and juvenile justice contact. In addition, research suggests that stricter school discipline practices and disproportionate minority contact for minority youth are relatively more prevalent in urban areas. What remains unknown, however, is the relationship between race and ethnicity, school discipline practices, and juvenile justice referrals across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s Public Education Information Management System to investigate the relationship between school discipline practices and juvenile justice contact with a focus on racial and ethnic disparities in urban, rural, and suburban schools. Findings indicate that both stringent and lenient school discipline practices have effects on juvenile justice referrals as well as racial and ethnic disparities across distinct school locations; however, there are important and distinctive nuances that are presented and examined.
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Shobayo, M. A., O. S. Ajayi, and J. I. Ajero. "An Investigation into Teachers’ Understanding of Student Discipline in Public Secondary Schools in Oyo State." KDU Journal of Multidisciplinary Studies 5, no. 1 (July 11, 2023): 106–18. http://dx.doi.org/10.4038/kjms.v5i1.68.
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The study investigated teachers’ understanding of student discipline in public secondary schools in Oyo State, Nigeria. It examined the public secondary school teachers’ knowledge of student discipline in the 21st century. It further determined the appropriateness of strategies adopted by teachers in enforcing discipline in schools and as well examined the challenges facing the enforcement of discipline in public secondary schools. The study adopted a survey design. The population of the study comprised all the public secondary school teachers in the Oyo central senatorial district of the state. The sample size comprised 200 senior secondary school teachers selected across public schools in the Oyo East Local Government Area of the state using a simple random sampling technique. A questionnaire titled Discipline Knowledge and Strategies Assessment Questionnaire (DKSAQ) was used to collect data for the study. Percentage, mean, standard deviation, and ranking were used to analyse the data. The results showed that public secondary school teachers had incomplete knowledge about student discipline in the 21st century. The results showed that secondary school teachers adopted both appropriate and non-appropriate discipline strategies. Students’ unfriendly home environments, parents’ inability to provide basic needs, and fear of reprisal from students or their gangs were some of the identified factors militating against the enforcement of discipline in schools. The study, therefore, concludes that public secondary school teachers’ knowledge of school discipline in the 21st century is inadequate and recommends that modalities through which teachers can have access to new knowledge and skills be put in place by their employers.
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Turyamureeba, Silaji, and Richard Kaizire. "Impact of School Policies on Student Discipline in Fort Portal Municipality, Kabalore District." INOSR HUMANITIES AND SOCIAL SCIENCES 9, no. 2 (December 30, 2023): 1–11. http://dx.doi.org/10.59298/inosrhss/2023/1.5.4000.
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This cross-sectional survey investigates the attitudes, opinions, and experiences of teachers, students, and head teachers regarding school policies' influence on student discipline in Fort Portal Municipality's secondary schools, Kabalore District. The study's objective is to identify the effects of school policies, causes of student indiscipline, and the role of school administration in shaping discipline. A sample size of 210 respondents was selected using purposive and random sampling techniques. Data collection involved structured questionnaires and face-to-face interviews, employing both primary and secondary data sources. Statistical analysis using SPSS and qualitative descriptive analysis revealed intriguing insights. A comprehensive survey encompassing the distribution of respondents by sex, marital status, and age bracket was conducted, revealing intriguing demographic trends. A robust exploration was undertaken to discern the influence of school policies on student discipline, eliciting responses from diverse stakeholders including teachers, head teachers, students, PTA members, and Board of Governors. The findings underscore the significant influence of school policies, with identified factors including Universal secondary education, Compulsory Science subjects, trained teachers, games and sports, vocational subjects, and specific registration criteria for academic progression. Moreover, the research delved into the underlying causes of student indiscipline, highlighting pivotal issues such as domestic violence, heredity, peer influence, lenient disciplinary measures, dearth of positive role models, and cultural influences. These insights underline the complex interplay of societal factors impacting student conduct. Additionally, the study expounded on the effects of school administration strategies on student discipline, emphasizing the critical role played by rule-setting, guidance and counseling, supervision, parental involvement, sensitization programs, and robust administrative structures in fostering a disciplined academic environment. The comprehensive analysis of these diverse dimensions unveils the intricate landscape influencing student behavior in secondary schools, suggesting the need for nuanced policy interventions and administrative strategies to cultivate a conducive environment for positive student conduct and academic excellence. Keywords: School policies, student discipline, secondary schools, cross-sectional survey, attitudes, causes of indiscipline, school administration
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Hwang, NaYoung, Emily K. Penner, Miles Davison, Tanya Sanabria, Paul Hanselman, Thurston Domina, and Andrew M. Penner. "Reining in Punitive Discipline: Recent Trends in Exclusionary School Discipline Disparities." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211030. http://dx.doi.org/10.1177/23780231221103044.
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Concerns around disparities in suspensions and expulsions from schools in the United States have resulted in a concerted effort to reduce the use of exclusionary school discipline. In this article, the authors describe trends in the use of exclusionary discipline in Indiana and Oregon, two U.S. states with different school discipline policy climates. The findings point to a substantial decline in the use of suspensions and other forms of exclusionary discipline in both states. The authors further find that racial and socioeconomic disparities have recently narrowed in both states, though Black students and students who were identified as economically disadvantaged remain likely to be disproportionately exposed to exclusionary discipline. These trends, and their timing, illustrate the broad-based change in disciplinary norms that has occurred in the U.S. over the past decade.
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Dewi, Isna Sofia, Nana Hendracipta, and Ahmad Syachruroji. "The Implementation of Student Discipline Through School Rules." Indonesian Values and Character Education Journal 4, no. 2 (July 4, 2021): 48. http://dx.doi.org/10.23887/ivcej.v4i2.30535.
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The number of character problems experienced by Indonesia strengthens the urgency of planting and implementing character education. One of the necessary character plantings is the character of discipline. This study analyzes the impact of teaching student discipline characters through school rules. This study uses descriptive qualitative methods with data collection techniques used in this research using observation, interviews, and documentation. Sources of data in this study came from the principal, 5th-grade teaching teachers, and students. The study results indicate that the cultivation of disciplinary character is carried out through school rules in the early stages, namely the preparation of planning and development of disciplinary characters. Facilities and infrastructure provided can also support the inculcation of students' disciplined characters. In addition, teachers and principals also always provide concrete examples of the behavior of disciplined characters. In teaching the character of discipline, of course, there are obstacles and obstacles. However, the principal and teachers communicate and work together with the students' parents to overcome the obstacles. This research implies that it can explain the impact of planting student discipline characters through school rules to contribute to student and school achievement.
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RAIS, Qasthoni. "INFLUENCE OF THE PRINCIPAL'S VISIONARY LEADERSHIP AND SCHOOL CULTURE ON TEACHER WORK DISCIPLINE IN MUHAMMADIYAH HIGH SCHOOL." JKP | Jurnal Kepemimpinan Pendidikan 6, no. 2 (December 5, 2023): 846–52. http://dx.doi.org/10.22236/jkpuhamka.v6i2.14510.
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This research generally aims to analyze, test and determine the influence of the principal's visionary leadership and school culture on the work discipline of Muhammadiyah High School teachers in South Jakarta. Quantitative research method with data collection techniques using questionnaires. The method used is path analysis. The population in this study were Muhammadiyah high school teachers in South Jakarta. The population of this study was 146 teachers consisting of 3 Muhammadiyah high schools in South Jakarta. The research results can be concluded that there is a positive and significant influence of Visionary Leadership (X1) on Work Discipline (X3) 3.1 = 0.304 (30.4%), there is a positive and significant influence of School Culture (X2) on Work Discipline (X3) 3.2 = 0.242 (24.2%), there is a positive and significant influence of Visionary Leadership (X1) on School Culture (X2) 2.1 = 0.495 (49.5%). Based on these results, there is an influence of Visionary Leadership on Teacher Work Discipline in Muhammadiyah High Schools throughout South Jakarta, there is an influence of School Culture on Teacher Work Discipline in Muhammadiyah High Schools in South Jakarta, and there is an influence of Visionary Leadership on School Culture in Muhammadiyah High Schools in South Jakarta.
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Alfianah, Ari, Widi Dewi Ruspitasari, and Mohammad Bukhori. "PENGARUH SIKAP INOVATIF DAN KEDISIPLINAN TERHADAP KOMPETENSI GURU SD NEGERI GUGUS SEKOLAH 1, KECAMATAN KARANGPLOSO, KABUPATEN MALANG." Jurnal Ekonomi Manajemen dan Bisnis 2, no. 2 (January 3, 2022): 35–37. http://dx.doi.org/10.32815/jubis.v2i2.908.
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This study aims to determine the effect of: 1) Innovative attitude towards teacher competence; 2) Discipline towards teacher competence; 3) Innovative attitude and discipline towards teacher competence of SD Negeri 1 Cluster School, Karangploso District, Malang Regency. A total of 77 elementary school teachers in School Cluster 1, Karangploso District, Malang Regency. The results of this study indicate, among others: 1) Innovative Attitudes have a significant effect on Teacher Competence; 2) Discipline has a significant effect on Teacher Competence; 3) Innovative and Disciplined Attitudes have a significant effect on the Competence of Elementary School Teachers in Cluster 1, Karangploso District, Malang Regency.
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Hartzani, Dzakiya, and Ike Sylvia. "Strategi Pembentukan Sikap Disiplin Siswa di SMA Negeri 1 Kecamatan Akabiluru Lima Puluh Kota." Naradidik: Journal of Education and Pedagogy 1, no. 3 (September 22, 2022): 344–54. http://dx.doi.org/10.24036/nara.v1i3.44.
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This study aims to analyze the strategy of forming student discipline attitudes through integrating learning and school culture at SMA Negeri 1 Akabiluru District. In the process of forming student discipline attitudes, obstacles were encountered in its implementation. With these obstacles there are also solutions to these obstacles in the formation of attitudes in schools. This study uses a qualitative research approach, with the type of case study research, data collection by observation. in-depth interviews with 22 informants, and documentation studies. The data analysis technique uses the Miles and Huberman technique with the steps of Data Reduction, Data Display, and Withdrawal/Verification of Conclusions. The research location is in SMA Negeri 1, Akabiluru District, Lima Puluh Kota Regency. The results of this study show that the strategy in forming student discipline attitudes consists of integrating in learning and school culture. The strategy of forming student discipline attitudes through integration in learning at SMA Negeri 1 Akabiluru District is carried out in 2 ways, namely the formation of discipline attitudes through thematic instructional methods and the formation of disciplined attitudes through non-thematic instructional methods. Through thematic instructional with habituation of discipline in the classroom, it is carried out by conducting an initial diagnostic test to identify the student's character and the appropriate learning design. The strategy carried out by SMA Negeri 1 Akabiluru District through school culture is the habituation of new habits to school after the pandemic, providing exemplary behavior, collaborating with parents and the community, strengthening student discipline with extracurricular activities, habituation in participating in flag ceremonies and religious and branding activities. child friendly school.
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Stephen, Werunga Khisa, and Khisa Alfred Simiyu. "Corporal punishment in Secondary schools in Kenya: Issues and challenges." International Journal of Research and Innovation in Social Science 06, no. 11 (2022): 625–31. http://dx.doi.org/10.47772/ijriss.2022.61128.
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Banning of corporal punishment in Kenyan schools since 2001 has sparked intense debate to both parents and teachers on management of discipline in schools. In the recent months after resumption of learning due to Covid-19 Pandemic, many schools have experienced unrest leading to burning of dormitories, classes and even learners assaulting teachers. The study was tasked with the analysis if divergent views on corporal punishment and justice in schools towards character formation. In addition, the study examined the issues and challenges in addressing discipline in secondary schools and finally established whether Kantian ethics can facilitate attaining of character formation and training in Kenyan secondary schools towards disciplined citizenry. The study found out that corporal punishment is still being used in secondary schools in Kenya despite the ban because of the cultural and ethos orientation despite the government advocating for contemporary forms of discipline and effective guidance and counselling in schools. The study found out that despite the retributive theoretical orientation, Kantian ethics can equally facilitate the character education and training of the young towards moral values and disciplined citizens. The study recommended for the revitalised teacher training and capacity building in a humanization education and training towards adoption of multidimensional approaches in handling discipline issues in the school set up for instance pastoral programme, Chaplaincy services, Volunteer /charity works to expose learners to realities that meet their attention to deviate their naive way of looking at reality. In addition, involving students in formulating school rules and regulations alongside each penalty to re orient learners towards sound moral judgment of their acts.
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Pastor, Peggy. "School Discipline and the Character of Our Schools." Phi Delta Kappan 83, no. 9 (May 2002): 658–61. http://dx.doi.org/10.1177/003172170208300907.
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