Faktor Pendukung dan Penghambat Disiplin Positif melalui Kesepakatan Kelas dalam Menumbuhkan Tanggung Jawab Murid

Nur Mala Ni'matul Fadhilah, Sri Marmoah, Karsono Karsono

Abstract

A sense of responsibility is an important character trait that needs fostering from elementary school through humanistic classroom management, such as positive discipline through class agreements. Its successful implementation depends on various supporting and inhibiting factors. This study describes the supporting and inhibiting factors in implementing positive discipline through class agreements to foster responsibility among lower-grade students, along with teachers' solutions. A descriptive qualitative approach was used at SDN Ngadirejo 04 during the second semester of the 2025/2026 academic year. Data sources were selected purposively, comprising three homeroom teachers of grades 1, 2, and 3 and 49 lower-grade students. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model and validated through triangulation of techniques and sources. Results show supporting factors stem from internal aspects—teacher team cohesion under the principal's guidance, teachers' exemplary behavior and consistency, and peer support—and external aspects, namely cooperative parental support. The main inhibiting factor is internal, namely differences in student characteristics requiring some students to be reminded repeatedly. Teachers addressed this through personalized approaches, patient habituation and reminders, revisiting class agreements, positive reinforcement, and monitoring via daily journals, resulting in students' sense of responsibility reaching an average score of 3.50, classified as "very good." Consequently, synergy among school, family, and peers drives the success of positive discipline, while diverse student personalities require differentiated and sustained teacher guidance.

Keywords

Positive discipline; Class agreements; Supporting factors; Barriers

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125980

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