Penerapan Disiplin Positif Pada Kurikulum Merdeka Untuk Mewujudkan Sekolah Ramah Anak di Sekolah Dasar

dian risky amaliyani, Sri Marmoah

Abstract

This study aims to analyze the implementation of positive discipline within the Merdeka Curriculum as an effort to realize child-friendly schools at SDN Rejosari. The background of this research stems from the urgency of creating a safe educational environment that respects children's rights and shapes student character through reflective and humanistic approaches. This study employed a case study method, with data collected through interviews, observations, and document analysis. Informants included the school principal and teachers from grades II, III, and VI. Data analysis followed the Miles and Huberman model, consisting of data collection, reduction, analysis, and presentation. The results indicate that positive discipline was implemented through four main stages: (1) Preparation stage, involving stakeholder alignment, socialization, problem and need mapping, behavior categorization, and collaborative program planning; (2) Consolidation stage, which included a formal declaration of the positive discipline movement, teacher training, and best-practice workshops; (3) Implementation stage, applied holistically at the school level through campaigns, extracurricular programs, character development activities, and integration into classroom instruction via class agreements, flexible space arrangement, positive reinforcement, and the use of restitution strategies; and (4) Sustainability stage, conducted through routine reflection, periodic evaluations by the school leadership and PMO (School Management Team), and assessment of behavioral changes in students. The findings show that the systematic application of positive discipline reinforces the values of the Merdeka Curriculum and supports the creation of a child-friendly school environment. However, challenges remain in developing a structured assessment system for character education. Therefore, schools must develop assessment instruments that reflect students’ internalization of positive discipline values.

Keywords

positive discipline1; Merdeka Curriculum2; child-friendly school3; character education4; elementary school5;

References

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DOI: https://doi.org/10.20961/ddi.v14i4.107778

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