Keteladanan Guru Sebagai Cara Internalisasi Pendidikan Karakter Disiplin dan Tanggung Jawab di SMP Wahid Hasyim Sumberwudi

School rules constitute a set of regulations designed to guide student behavior and create an orderly, safe, and conducive learning environment, thereby playing a strategic role in shaping students’ disciplinary character. This study aimed to describe the implementation of school rules and analyze their contribution to the formation of students’ disciplinary character at MTs Sholihiyyah Kalitengah Mranggen Demak. The study employed a descriptive qualitative approach with data collected through observation, in-depth interviews, and documentation, drawing on sources including the principal, teachers, students, and school records. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings show that the implementation of school rules is carried out through socialization, habituation, supervision, and the application of reward-and-sanction systems, all of which demonstrably contribute to the development of students’ disciplinary character. This contribution is evident in improved punctuality, compliance with dress codes, orderliness during learning activities, and respectful attitudes toward teachers. The main supporting factors include teachers’ role modeling, parental involvement, and a positive school environment, while inhibiting factors comprise low awareness among some students, inconsistencies in rule enforcement, and negative influences from outside the school environment. The study concludes that school rules implemented consistently and supported by exemplary conduct and school–parent collaboration play an important role in strengthening students’ disciplinary character at madrasah tsanawiyah and can serve as a basis for developing more systematic character education policies.

A nation with strong character can become a nation with dignity and respect by other nations in the world. There is a discipline which is a very important character to be applied in the previous educational environment and in tertiary institutions besides the responsibility discipline character education which is very important to be applied in the everyday environment. Seeing the current condition of students, students have experienced a decline in terms of applying the character of discipline and character of responsibility in carrying out lecture assignments. This study aims to analyze the character of discipline and responsibility through character education, describing the views of lecturers in shaping the character of discipline and responsibility in tertiary institutions. The research method used is qualitative research where the data collection technique is to review literature books, journal entries that have something to do with the problem being discussed. The results of the study can be concluded that in the implementation of discipline and responsibility character education for students there are internal and external factors that affect the decline in discipline and loss of student responsibility. One way to remove these obstacles is through habituation which can change the character of student discipline and responsibility. Character education in tertiary institutions is needed to form and develop students to become individuals with character and strengthen the character acquired by students at the previous level.

Teachers play an important role in the formation of students' disciplined character, but there are still some teachers who cannot provide good examples in terms of discipline. This study aims to identify the approach to the formation of disciplined character and analyze the application of disciplined character carried out by Islamic Religious Education (PAI) teachers at SMA PGRI 2 Sampit, as well as analyzing the transformation of student behavior as a result of the process. The research method used is qualitative with a naturalistic approach, where data is obtained through observation, in-depth interviews, and documentation with research subjects, namely PAI teachers, and informants from the principal, BK teachers, student affairs teachers, homeroom teachers, and students. Data validation uses triangulation techniques and source triangulation, and data analysis uses the steps of reduction, data presentation, drawing conclusions and verification. The results of the study indicate that the approach to the process of forming disciplined character is carried out through: (1) habituation of worship, which instills spiritual and moral discipline; (2) teacher role models in consistent attitudes, words, and actions; and (3) spiritual strengthening through intensive religious learning and guidance at SMA PGRI 2 Sampit. Meanwhile, the application of discipline as a character builder in schools is reflected in Islamic communication, fairness and social empathy, and role models in daily interactions. The transformation of student behavior is evident in increased discipline, honesty, responsibility, independence, and self-control. This finding aligns with Al-Ghazali's view of moral education as a process of purifying the soul (tazkiyatun nafs) and cultivating good behavior, while also strengthening the relevance of modern character education theory. This study confirms that Islamic Religious Education teachers have a strategic role in building disciplined character at SMA PGRI 2 Sampit

The development of student character has become a primary concern in the field of education, particularly in instilling the values of discipline from an early age. One relevant approach in this effort is the Moral Knowing approach, which emphasizes the importance of moral understanding and knowledge in shaping behavior. This study aims to describe the implementation of the Moral Knowing approach in shaping students' discipline character at SDN 02 Ngadiluwih. This approach is believed to foster students' moral awareness as a foundation for acting in accordance with prevailing values. This study employs a descriptive qualitative method. Data were collected through observation, interviews with teachers and students, and documentation of school activities. The research subjects consisted of classroom teachers, students, and the principal. Data were analyzed through the processes of data reduction, data display, and conclusion drawing. The findings indicate that the Moral Knowing approach is implemented through various strategies, such as habituation of morning and afternoon routines, teacher role modeling, use of visual media like character value posters, and student involvement in extracurricular activities that emphasize discipline, such as Scouts. Through these activities, students not only learn the meaning of discipline but also understand the moral reasons behind it and demonstrate more orderly behavior in both academic and social activities. The conclusion of this study is that the Moral Knowing approach is effective in shaping students’ discipline character through the enhancement of moral awareness, the reinforcement of values, and consistent habituation within the school environment.

Background: The character development of discipline and politeness in primary school students is significantly influenced by various factors, one of which is the school environment. A conducive and well-managed school environment can shape students' attitudes and behaviors in a positive direction. Objective: The study aims to determine whether the school environment influences the formation of discipline and politeness character of primary school students. Method: This study employs an associative causal research design. The research was conducted at SD Islam AL Falih Kota Kediri in 2021. The population consisted of 30 4th-grade students, selected using a total sampling technique. Data were collected using discipline and politeness character scales, and analyzed using simple linear regression analysis. Result: The findings reveal a significant influence of the school environment (X) on the formation of students’ discipline character (Y), with a significance value (Sig.) of 0.001, which is less than 0.05. This indicates that the school environment plays a significant role in shaping students' discipline and politeness. Conclusion: There is a statistically significant relationship between the school environment and the development of discipline and politeness character in primary school students. Contribution: This study serves as valuable input and enrichment material for educators on the importance of fostering a positive school environment to support the development of students' discipline and polite behavior through various school-based strategies and settings.

This research aims to determine the effectiveness of the scouting method as a form of student character in scouting education, especially the character of responsibility and discipline. The method used in this research is a literature study where the researcher uses previous library data, reads, collects, notes, sorts, then manages the previous research literature that has been obtained. The research results show that the scouting method can be used as an appropriate means of forming and strengthening the character of students, especially the character of discipline and responsibility. Apart from that, in implementing the scouting method, character strengthening is not only focused on the character of discipline and responsibility but is more complex, starting from religion, tolerance, environmental and social care, love of the country, politeness, democracy, steadfastness, thriftiness, modesty, discipline, responsibility. answer and be honest.

The development of digital technology has brought significant changes to student behavior patterns, ways of thinking, and value systems, particularly at the vocational secondary education level. While digital technology opens up significant opportunities for improving the quality of learning, it also raises various ethical issues. This situation demands the integration of digital ethics into the educational process, including in Islamic Religious Education (PAI), which has a strategic mandate in shaping students' character and morals. This study aims to describe how the integration of digital ethics is implemented in Islamic Religious Education (PAI) learning at Vocational High School 4, Serang City (SMKN 4 Serang), as well as to identify the roles of teachers, curriculum, and school culture in supporting the internalization of Islamic-based digital ethical values. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation studies. Research informants included two Islamic Religious Education (PAI) teachers, the vice principal for curriculum, and 24 students. The results show that the integration of digital ethics in PAI is carried out through a process of transinformation in the form of strengthening Islamic moral values, then value transactions in the contextualization of teaching materials with digital phenomena, teacher role models, and transinternalization in the form of habituation of ethical digital behavior in the school environment. These findings emphasize the strategic role of PAI in shaping students' digital ethical awareness, despite still being hampered by teachers' digital competence and suboptimal school policies.

The character of discipline and responsibility is part of the values ​​of character education that can shape students' personalities towards a better direction. In its application, this can be done through extracurricular activities of Hizbul Wathon as instilling moral values ​​and habituation. The purpose of this study was to find out how the character of discipline and student responsibility is implemented through the Hizbul Wathon extracurriculars and to find out the obstacles faced in implementing the character of discipline and student responsibility through the Hizbul Wathon extracurriculars. This study uses qualitative research that focuses on field research and uses a phenomenological approach. Data collection was carried out through interviews, observation, and documentation. The results of the study found activities in form, discipline, and responsibility namely; 1) religious activities 2) flag ceremony activities 3) UN practice 4) playing games 5) rigging exercises. The character of student discipline is the process in the extracurricular Hizbul wathon by getting used to being on time for every activity and being responsible for carrying out activities properly. The obstacle faced was the influence of fellow friends joking with each other so that the practice time was delayed, the coaches did not master the material, and the implementation of extracurricular Hizbul wathon activities was not optimal.

his study aims to determine the form of instilling the character of discipline and responsibility in students through learning Pancasila and Citizenship Education. This research uses descriptive qualitative method using qualitative data. The subjects of this study were students of class IV consisting of 2 people, class V consisted of 2 and class VI consisted of 2 people so that the number of students studied amounted to 6 students. Data collection techniques used the approach of observation, interviews, and documentation. Data reduction was carried out and then analyzed and verified using source triangulation. The findings of this study are that the character of discipline and responsibility of students is always given and instilled by the teacher both during class hours and outside class hours, because the character of discipline and responsibility is very important given to students in their development period. There are supporting and inhibiting factors for teachers in instilling the character of student discipline and responsibility. Efforts are being made to overcome the inculcation of the character of discipline and responsibility.
 
 Keywords: Character, Discipline, Responsibility

Instruction in Islamic Religious Education (PAI) plays a strategic role in shaping students’ personalities to be faithful, pious, morally upright, and disciplined in everyday life, thereby requiring effective methods to internalize these values from the Madrasah Ibtidaiyah level. This study aimed to describe the role of PAI teachers in implementing a habituation-based learning method to develop students’ religious and disciplinary character in Madrasah Ibtidaiyah. The research employed a qualitative approach with a descriptive design, with data collected through observation, interviews, and documentation. The findings show that PAI teachers act as designers of habituation programs, implementers and mentors of religious activities, behavioral role models, supervisors and evaluators, and reinforcers of character values. The forms of habituation applied include the habituation of worship, moral conduct, discipline, and responsibility. Consistent implementation of the habituation method was found to strengthen students’ religious and disciplinary character, as reflected in increased awareness of worship, adherence to rules, politeness, honesty, and responsibility. The study concludes that a habituation-based learning method supported by the active role of PAI teachers is an effective strategy for developing students’ religious and disciplinary character in Madrasah Ibtidaiyah, and underscores the importance of reinforcing the teacher’s role as a model and primary driving force in value-based character education.

This research aims to analyze various strategies used by school principals in cultivating students' disciplined character in Indonesian schools in Kuala Lumpur. The research method used was a qualitative study by conducting interviews and observations of several school teachers and principals at Indonesian schools in Kuala Lumpur. The research results show that there are several strategies that are commonly used, including establishing clear school rules, consistent application of sanctions and rewards, involving parents in building student character, and creating a supportive learning environment. The implication of this research is the important role of school principals in shaping students' disciplinary character and the need for comprehensive and consistent implementation of strategies. It is hoped that this research can contribute to the development of character education in Indonesian schools in Kuala Lumpur. The research results show that the principal has a very important role in cultivating the disciplined character of students at school. They use a variety of strategies, including establishing clear school rules, consistent application of sanctions and rewards, involving parents, and creating a supportive learning environment. The implication of this research is the importance of the role of the school principal and the need to implement comprehensive and consistent strategies in shaping students' disciplinary character.

In the digital and globalization era, education is not only required to produce students who are intellectually intelligent, but also have strong Islamic character and morals. This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students' disciplined character through technology-based Akidah Akhlak learning and to identify strategies, obstacles, and the context of learning implementation in schools. This study uses a qualitative approach with a case study method, involving 13 PAI teachers and 5 students at various levels of education from elementary/Islamic elementary school (SD/MI), junior high/Islamic junior high school (SMP/MTs), to senior high school (MA/SMA). Data collection techniques were carried out through in-depth interviews and participatory observation, while data analysis used the stages of data reduction, data presentation, and drawing and verifying conclusions with source triangulation. The results of the study indicate that the use of technology, such as Islamic digital media, learning videos, interactive applications (Wordwall, Quizizz), and AI platforms have made a positive contribution to improving student discipline. Teachers implemented strategies such as project-based learning, digital role models, and the habituation of moral values. However, various obstacles have been identified, such as limited infrastructure, a lack of digital skills among teachers, and difficulties in monitoring and measuring moral values ​​in the digital environment. Therefore, teacher training, improved facilities, and an integrative approach that combines technology with Islamic values ​​are needed to realize effective and contextual character education. Keywords: Moral Creeds, Educational Technology, Disciplined Character, Digital Learning

This research examines the implementation of the home visit program in the formation of student discipline character in SMP Negeri 6 Taliwang. The purpose of this research is to know the implementation of home visit program in SMP Negeri 6 Taliwang and to know the impact of home visit program implementation in discipline character building. This research uses a qualitative approach with the type of case study research. Data collection techniques used interviews, observation, and documentation. The result of this research shows the implementation process of home visit program in shaping students' discipline character in SMP Negeri 6 Taliwang and the impact of home visit program implementation on shaping students' discipline character in SMP Negeri 6 Taliwang. There are 3 stages of the home visit program implementation process, namely planning, implementation and evaluation. Based on this process, the impact of the home visit program was obtained in the form of an increase in students' disciplinary attitudes in class, an increase in the discipline of student attendance and an increase in the attitude of obeying the rules at school. Based on these results, the implementation of the home visit program can shape the discipline character of SMP Negeri 6 Taliwang students.

This study aims to determine and analyze the influence of the internal school environment on students' understanding of religion and moral values ​​at SMK Ma'arif 1 Kebumen and identify factors within the internal school environment that influence students' understanding of religion and moral values ​​at SMK Ma'arif 1 Kebumen. This study is motivated by the importance of the internal school environment in shaping students' understanding of religion and moral values. This study is a qualitative study with a descriptive approach. The internal school environment studied includes aspects such as the school's religious culture, teacher role models, routine religious activities, and interaction patterns between students, teachers, and educational staff. The research method used is descriptive qualitative with a field study approach. Informants consisted of the principal, vice principal, student staff, Islamic religious education teachers, Guidance and Counseling (BK) teachers, students, and residents around SMK Ma'arif 1 Kebumen. Data collection techniques include observation, interviews, and documentation, with data analysis using the Miles and Huberman model (data reduction, data presentation, and conclusion drawing). Research results show that the internal school environment has a significant influence on shaping and strengthening students' religious understanding and moral values. Teachers' exemplary behavior in daily behavior, the organization of religious activities such as congregational prayer, religious study, and the practice of polite behavior within the school environment have been shown to play a significant role in instilling religious and moral values ​​in students. By creating a religious and conducive school environment, students more easily internalize spiritual and ethical values ​​in their daily lives, both inside and outside of school. The internal school environment serves not only as a place for academic learning but also as an effective means of character education based on religious and moral values.

This research is motivated by the occurrence of various problems with the character of discipline in SMA Negeri 1 Junjung Sirih, especially among students of class X Social Sciences. Problems with the character of discipline, such as students not obeying the rules that apply at school and the low attendance list of class X IPS students during the Covid-19 pandemic. This makes the researcher ask what factors cause the low discipline character of class X IPS students at SMA Negeri 1 Junjung Sirih. The study aimed to explain the factors causing the low discipline character of class X Social Studies students of SMA Negeri 1 Junjung Sirih. To analyze the problem of this research, the researcher used Structural Functional Theory from Talcott Parsons to analyze this research. The research method used is a qualitative method with the type of case study, and the informant selection technique uses purposive sampling with a total of 16 informants. In-depth interviews carry out data collection, observations, and documents—data analysis using the Miles and Huberman interactive analysis technique. Based on the results of the research that the researchers got at SMA Negeri 1 Junjung Sirih, it can be concluded that the factors causing the low character of students' discipline are internal factors such as the lack of awareness of students and low self-motivation of students. In contrast, the external factors are teacher factors such as socialization. Regulations to students, habits, and character of teacher discipline in schools, and inconsistent teachers in giving punishment to students, while environmental factors are the school environment that has not been fully fenced, and road access to schools is less supportive.