Teachers’ Strategies in Fostering Disciplinary Character in Students at SMAN 2 Singingi
Keywords:
disciplinary character,, teacher strategies, character education, humanistic approach, SMAN 2 SingingiAbstract
This study aims to describe teacher strategies in fostering disciplinary character among students at SMAN 2 Singingi. The background of this research is rooted in the importance of discipline as a key character trait in shaping student behavior and ethics at school, which aligns with the goals of national education. The study employs a descriptive qualitative approach with a case study method. Data were collected through in-depth interviews with two subject teachers, one counseling teacher, the principal, and two students, accompanied by classroom observations and documentation of school activities.The results show nine main strategies employed by teachers: (1) role modeling through behavior, (2) consistent enforcement of rules, (3) positive habituation, (4) open communication with students, (5) positive reinforcement through rewards, (6) personal approach, (7) parental involvement, (8) educative sanctions, and (9) collaboration with counseling teachers. These strategies are adapted to the students’ conditions and are applied flexibly to build discipline gradually.The findings indicate that disciplinary character can be cultivated not only through punishment or formal rules but also through humanistic and dialogic approaches that view students as developing individuals. The study concludes that collaboration among teachers, parents, and the school environment is essential in building sustainable student discipline. Practically, schools need to strengthen the role of teachers as role models and facilitators of character formation.
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