STRATEGI GURU DALAM PENGUATAN KARAKTER DISIPLIN PADA PESERTA DIDIK DI SMPN 56 SURABAYA

TEACHERS’ STRATEGIES FOR REINFORCING STUDENTS’ DISCIPLINE CHARACTER AT SMPN 56 SURABAYA

Karakter disiplin merupakan salah satu aspek penting dalam membentuk peserta didik yang bertanggung jawab dan bermoral baik. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam penguatan karakter disiplin peserta didik di SMPN 56 Surabaya dengan faktor pendukung dan penghambatnya. Teori yang terkait yaitu teori pendidikan karakter Thomas Lickona, yang mencakup tiga aspek: pengetahuan moral (moral knowing), perasaan moral (moral feeling), dan tindakan moral (moral behavior). Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam dan dokumentasi. Jumlah informan dalam penelitian ini sebanyak lima orang guru, yang terdiri dari guru yang tergabung dalam tim tata tertib dan guru Bimbingan dan Konseling (BK). Analisis data menggunakan Miles dan Huberman. Adapun hasil penelitian menunjukkan bahwa strategi guru dalam penguatan karakter disiplin meliputi: (1) sosialisasi peraturan (2) pemberian contoh (role model), (3) inspeksi dadakan dan (4) pemberian peringatan dan apresiasi. Faktor pendukung strategi ini adalah kerja sama dengan aparat hukum (Babinsa) dan keterlibatan antara orang tua dan masyarakat. Sedangkan, faktor penghambatnya adalah provokasi antar teman. Kata Kunci: Karakter Disiplin, Strategi Guru, SMPN 56 Surabaya

Disciplined character is one of the important aspects in forming responsible and moral students. This study aims to describe teacher strategies in strengthening the disciplined character of students at SMPN 56 Surabaya with supporting and inhibiting factors. The related theory is Thomas Lickona's character education theory, which includes three aspects: moral knowing, moral feeling, and moral behavior. This study uses a descriptive qualitative approach. Data were collected through observation, in-depth interviews with discipline teachers and Guidance and Counseling teachers, and documentation. The number of informants in this study was five teachers, consisting of teachers who were members of the discipline team and Guidance and Counseling (BK) teachers. Data analysis using Miles and Huberman. The results of the study showed that teacher strategies in strengthening disciplined character include: (1) socialization of regulations (2) providing examples (role models), (3) surprise inspection and (4) giving warnings and appreciation. The supporting factors for this strategy are cooperation with law enforcement (Babinsa) and involvement between parents and community. Meanwhile, the inhibiting factor is the negative influence of the friendship environment. Keywords: Disciplinary Character, Teacher Strategy, SMPN 56 Surabaya.