Implementation of School Discipline Culture Through Daily Apples and PLS Programs in Shaping the Character of SDN Sawojajar 6 Students

Syafira Fadillah Maulidah, Refa Enystianingsih, Qisty Nur Aulia

Abstract


This study aimed to describe the implementation of a school discipline culture through daily assemblies and the School Environment Officer Program (Petugas Lingkungan Sekolah/PLS) in shaping students’ disciplinary character at SDN Sawojajar 6 Malang. The study employed a descriptive qualitative approach involving 336 students, 4 students serving as PLS officers, and 2 teachers. Data were collected through observations, interviews, and documentation. Observations were conducted using an instrument consisting of seven discipline indicators: punctuality, compliance with school rules, proper use of school attributes, orderly behavior during assemblies, responsibility in following school regulations, consistency of disciplined behavior during classroom learning, and habituation of discipline in daily school activities. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that the discipline culture was consistently implemented through morning and afternoon assemblies, adherence to school regulations, proper use of school uniforms and attributes, and the habituation of disciplined behavior during learning activities and daily school routines. Observation results showed that the achievement level of discipline indicators ranged from 71.1% to 89.9%, with the highest achievement found in students’ orderly behavior during assemblies and the lowest in compliance with wearing complete school attributes. In addition, the PLS program strengthened the discipline culture by actively involving students in maintaining school order and encouraging their peers to follow school regulations. The findings suggest that the development of students’ disciplinary character is more effective when supported by continuous habituation, a consistent school culture, and active student participation. Therefore, the implementation of a school discipline culture contributes positively to the development of disciplinary character among elementary school students.

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References


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