Implementasi Kebijakan Tentang Penegakan Disiplin Guru dan Peserta Didik di Sekolah

Rodia Rotani Rianda; Bella Anggraini; Hanestesia Zahara; Yogi Permana; Lara Dwi Alma

doi:10.61132/jbpai.v3i4.1371

Authors

Rodia Rotani Rianda Universitas Muhammadiyah Riau
Bella Anggraini Universitas Muhammadiyah Riau
Hanestesia Zahara Universitas Muhammadiyah Riau
Yogi Permana Universitas Muhammadiyah Riau
Lara Dwi Alma Universitas Muhammadiyah Riau

DOI:

https://doi.org/10.61132/jbpai.v3i4.1371

Keywords:

Elementary School, Policy, Principal Leadership, Regulations, School Rules

Abstract

This study aims to understand, review, explore, and describe the implementation of policies regarding the enforcement of teacher and student discipline in elementary schools and is expected to find policies that support the success of enforcing teacher and student discipline. This study was conducted using a Systematic Literature Review (SLR) in journals that are appropriate for Elementary Schools, subjects consisting of principals, teachers, educational staff, and students. Data in this study were obtained through Identification of Literature Sources, Determination of Inclusion and Exclusion Criteria, Tools (Mendeley). The findings of the study conducted by the author indicate that the enforcement of teacher and student discipline is carried out through a number of policies, namely: 1) Policies related to the enforcement of teacher and student discipline, 2) Establishing rules at school and in the classroom, 3) Monitoring the disciplinary behavior of teachers and students by making a monitoring book of their daily activities, 4) Imposing sanctions for violations, 5) Involving the principal, teachers, and educational staff. Furthermore, parental involvement and collaboration with external parties are also supporting factors in creating an orderly, safe, and conducive learning environment. Regular evaluation of implemented policies is also crucial to ensure their relevance and effectiveness. Fair and transparent reward and punishment practices contribute to increased student awareness and motivation to comply with school regulations. A culture of discipline consistently cultivated from an early age significantly contributes to positive character development and the overall improvement of the quality of basic education. Implementation requires ongoing training and mentoring for teachers and other educational staff to equip them with the capacity to implement a humanistic yet firm approach.

Downloads

Download data is not yet available.

References

Adhiningsih, D., & Rokhmaniyah, R. (2024). Strategi Guru dalam Menanamkan Disiplin Peserta Didik di Sekolah Dasar. Jurnal Pendidikan Karakter, 14(1), 45–56. https://doi.org/10.21831/jpk.v14i1.56789

Adhiningsih, L., & Rokhmaniyah, R. (2024). Analisis Strategi Guru Dalam Menanamkan Nilai Pendidikan Karakter di Sekolah Dasar. Social, Humanities, and Educational Studies (SHES): Conference Series, 7(3), 1417–1428. https://doi.org/10.20961/shes.v7i3.91801

Aliyyah, R. R., & Marlina, M. (2025). Penerapan kedisiplinan strategi guru dalam mengelola peserta didik. Jurnal Sosial Humaniora, 16(1), 34–51. https://doi.org/10.30997/jsh.v16i1.12299

Astuti, W., & Kurniawan, A. (2021). Implementasi Kebijakan Pendidikan Karakter di Sekolah Dasar dalam Perspektif Disiplin Positif. Jurnal Pendidikan dan Pemberdayaan Masyarakat, 8(1), 34–47. https://doi.org/10.12928/jppm.v8i1.6234

Hartati, H., Rahmayana, J., Aulia, T., Oktaviani, A., Abi, J., Khasanah, I., & Amalia, S. (2023). Kebijakan Penegakan Disiplin Peserta Didik Dalam Membangun Karakter Siswa. Jurnal ISLAMIKA, 6(1), 80–90.

Iv, S. K., Dasar, S., Kasus, S., Sdit, D., & Yogyakarta, S. (2024). Yogyakarta 2024.

Judrah, M., Arjum, A., Haeruddin, H., & Mustabsyirah, M. (2024). Peran Guru Pendidikan Agama Islam Dalam Membangun Karakter Peserta Didik Upaya Penguatan Moral. Journal of Instructional and Development Researches, 4(1), 25–37. https://doi.org/10.53621/jider.v4i1.282

Khoiriyah Riska Anggraeni, Lailatul Fitriyah, Nazwa Niken Pratiwi, D. P. (2024). Pembinaan Disiplin Peserta Didik. Proceedings Series of Educational Studies, 2(4), h. 1-2.

MIFTAHUSALIMAH, P. L., YULIZAH, Y., ROSMALINA, E., SARI, F., & SAMITRA, D. (2025). Disiplin Positif Pada Implementasi Kurikulum Merdeka Sebagai Strategi Dalam Menumbuhkan Karakter Disiplin Peserta Didik. LEARNING : Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 5(1), 209–222. https://doi.org/10.51878/learning.v5i1.4331

Nugroho, D. (2020). Disiplin Guru dan Profesionalisme Kerja di Sekolah Dasar Negeri. Jurnal Administrasi Pendidikan, 27(2), 137–150. https://doi.org/10.17509/jap.v27i2.28132

Putri, R. A., Hidayat, M. T., & Supriyanto, A. (2023). Peran Kolaborasi Guru, Orang Tua, dan Kepala Sekolah dalam Pembentukan Karakter Disiplin Siswa. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 10(1), 78–89. https://doi.org/10.21831/jk.v10i1.7645

Rahmah, N., & Yusuf, M. (2022). Pendekatan Humanis dalam Penegakan Disiplin Siswa: Studi di Sekolah Dasar Negeri Kota Banda Aceh. Jurnal Pendidikan dan Kebudayaan, 17(3), 213–225. https://doi.org/10.24832/jpnk.v17i3.6547

Rohmah, N., Hidayat, S., & Nulhakim, L. (2021). Implementasi Pendidikan Karakter Disiplin dalam Mendukung Layanan Kualitas Belajar Siswa. Jurnal Imiah Pendidikan Dan Pembelajaran, 5(1), 150. https://doi.org/10.23887/jipp.v5i1.30308

Sasmita Hasdiana, Shalahuddin Shalahuddin, & Sodiah Sodiah. (2025). Strategi Kepala Sekolah dalam Membina Disiplin Siswa di Madrasah Aliyah Al-Hidayah Sungai Bengkal Kabupaten Tebo. Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam, 2(2), 155–172. https://doi.org/10.59841/miftahulilmi.v2i2.104

Setiawan, R., & Anggraini, D. (2021). Penerapan Disiplin Positif dalam Meningkatkan Keterlibatan Belajar Siswa di Sekolah Dasar. Jurnal Ilmiah Pendidikan Dasar, 8(2), 120–130. https://doi.org/10.32585/jipd.v8i2.3892

Wulandari, S., & Samsudin, E. (2025). Development : Jurnal Pendidikan dan Budaya Analisis Faktor-Faktor Penyebab Perilaku Menyimpang Siswa Development : Jurnal Pendidikan dan Budaya. Jurnal Praksis, 1(1), 31–39.