Implementasi Kebijakan Sekolah Dalam Penerapan Karakter Disiplin Pada Siswa Di SMK PGRI 2 Giri Banyuwangi
DOI:
https://doi.org/10.46838/jbic.v7i1.1319Keywords:
Implementasi Kebijakan Sekolah, Karakter Disiplin, Kebijakan Sekolah, Pendidikan Karakter, Disiplin SiswaAbstract
This study was motivated by the continued occurrence of various student disciplinary infractions at SMK PGRI 2 Giri Banyuwangi, such as tardiness, incomplete school attire, and non-compliance with school regulations. These conditions highlight the importance of implementing school policies to foster a disciplined character among students. The study aims to describe the implementation of school policies regarding student discipline and to analyze the factors supporting and hindering this process. A qualitative, descriptive approach utilizing field research methods was employed. Data were gathered through observation, interviews, and document analysis involving the principal, the vice-principal for student affairs, the discipline team, guidance and counseling teachers, and Grade X TKJ students selected via purposive sampling. Data validity was verified through source and technique triangulation, while data analysis utilized the Miles, Huberman, and Saldana interactive model, comprising data condensation, data display, and conclusion drawing. The results indicate that school policy implementation involves formulating regulations, disseminating policies, fostering positive habits, conducting supervision, administering sanctions and guidance, and performing periodic evaluations. This implementation has contributed to increased student compliance with regulations, particularly regarding punctuality and adherence to uniform standards. Supporting factors include teachers setting a good example, cooperation among the school community, effective coordination, a supportive school culture, and heightened student awareness. Conversely, hindering factors include low awareness among some students, peer influence, a lack of support from some parents, inconsistency among some teachers in enforcing rules, and the diverse backgrounds and circumstances of the students. Therefore, the school needs to strengthen collaboration with parents, ensure consistent rule enforcement by all teachers, and develop sustainable guidance programs to optimize the development of a disciplined character in students.
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