School Discipline Research Articles

Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment

This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.

Penerapan Reward Dan Punishment Dalam Meningkatkan Kedisiplinan Siswa Di Kelas IV Mi Miftahul Ulum Pandan Arum

Reward and punishment are part of the motivation for students to be better whose aim is to change a person's behavior so that the student becomes disciplined. Discipline is one of the good and commendable characteristics that can support and influence success in the educational process, so that if the attitude of discipline in learning has been instilled from an early age then a character and educational goals will be achieved with satisfactory results. This study used a qualitative research method with a descriptive approach. Data collection techniques used are observation, interviews and documentation. He results of the study stated (1) the application of reward and punishment in class IV MI Miftahul Ulum was by giving rewards in the form of praise, gifts and plus points. While the application of punishment in class IV MI Miftahul Ulum is by giving warnings and punishments in the form of picking up trash, standing in front of the class, getting low scores and writing sentences on the blackboard or in books. (2) the impact of implementing reward and punishment in class IV MI Miftahul Ulum is in the form of a positive impact on implementing rewards, namely motivating students to always do good, be happy and enthusiastic during the teaching and learning process and be disciplined. The negative impact of rewards is feeling arrogant and doing something just to get gifts and praise. While the positive impact of punishment is motivating students not to repeat their mistakes and always obeying school rules and giving a deterrent effect. The negative impact of implementing punishment is that there are some students who do not obey the teacher's orders.

Implementation Of Character Education Through BTQ Learning At SMP Negeri 5 Purwakarta

Character education today is no longer a new thing. In Purwakarta Regency, the character education policy is contained in PERBUP No. 69 of 2015. Various educational programs have been launched, including the BTQ learning program. This study aims to determine the planning, implementation, and results of character education through BTQ learning, especially at SMP Negeri 5 Purwakarta. By going through the approach qualitative-descriptive, data collection is done through observation, interviews, and documentation studies. Based on the results of the research, the characters taught through BTQ learning are the same as the characters exemplified by Rasulullah SAW. Such as religious character, honest, trustworthy, brave, responsibility, and love. BTQ learning is carried out through reading (qira'ah), writing (khat) lessons, as well as translating and understanding verses of the Qur'an (verse interpretation) in predetermined letters. Besides that, it is added with tahfidzul qur'an as an evaluation. The results of this character education can be seen from the participation of students in habituation activities at school. Such as the habit of praying sunnah dhuha, fasting sunnah Monday-Thursday, reading the Qur'an or Asmaul Husna before learning begins, obeying teachers and school rules, and being polite to teachers and other school members.

Integrating artificial intelligence into science lessons: teachers’ experiences and views

BackgroundIn the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation.FindingsThe findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school.ConclusionsThe study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students.

Exclusionary School Discipline and School Achievement for Middle and High School Students, by Race and Ethnicity

There are racial and ethnic inequities in exclusionary school discipline (ESD) (ie, a disciplinary action that removes students from their classroom or school environment, eg, referrals, suspensions, and/or expulsions) practices in the US. Exclusionary school discipline has been associated with negative education, health, and criminal justice outcomes. To investigate whether experiencing an ESD event was associated with decreased grade point average (GPA) and whether minoritized students (eg, Black or Latine [description used in database]) are disproportionately affected compared with White students. In a cohort study using retrospective administrative longitudinal data of children in the 6th to 10th grades (August 18, 2014, to May 26, 2017) in a large, single urban school district in California, linear mixed models were applied to compare the timing of the first exclusionary event and the average change in GPA and evaluate the relative variation among minoritized students experiencing an exclusionary event. Data analysis was conducted from August 18, 2018, to August 21, 2023. Year at which students experienced first ESD events over the study period. The primary outcome of interest was change in average grade point average (GPA); students' GPA averaged across courses was averaged across each year. Of the 16 849 students (8756 [52.0%] male), 21.4% experienced at least 1 ESD event. The mean (SD) age was 14.3 (1.6) years, and 7.5% identified as Black, 25.6% Latine, and 10.0% White. Black and Latine students experienced exclusionary events at nearly 10 and 3 times more than White students (mean [SD]: Black, 6.69 [12.80] events; Latine, 2.01 [6.18] events; White, 0.71 [4.46] events; P < .001). When controlling for gender, maternal educational level, race and ethnicity, and school year, having experienced an ESD event in the first year was associated with an average decrease in GPA by 0.88 (95% CI, -0.91 to -0.84) points compared with no ESD events; experiencing ESD events also had significant differences in the second (-0.63 [95% CI, -0.67 to -0.59]) and third (-0.52 [95% CI, -0.57 to -0.47]) years. Black and Latine race and ethnicity was associated with the greatest decrease in GPA compared with White students (Black, -0.56 [95% CI, -0.61 to -0.51]; Latine, -0.51 [95% CI, -0.54 to -0.47]; P < .001). This study observed racial and ethnic inequities in ESD prevalence and its association with educational attainment. The findings suggest that it may be beneficial for pediatricians and other health care professionals to screen for exclusion, as experiencing ESD events may affect health across the life course. In addition, it may be useful to categorize ESD events as an adverse childhood experience and abolish the practice from schools as a disciplinary measure.

Program parenting dalam meningkatkan kedisiplinan siswa ( studi kasus di MI Mambaul Hasan Batur Gading Probolinggo).

This journal discusses the parenting program in improving student discipline (Case Study of MI Mambaul Hasan Batur Gading Probolinggo) The purpose of this research is to find out how the parenting program is implemented, the implementation of the parenting program and the factors that support and hinder the implementation of the parenting program. The results of the research that has been done regarding the parenting program in improving student discipline at MI Mambaul Hasan Batur Gading Probolinggo, namely the parenting program is intended for student guardians as a training tool to develop, hone, and provide new insights within the scope of how to educate children properly and correctly using the seminar method. The impact of the implementation of the parenting program held at MI Mambaul Hasan Batur Gading Probolinggo provides a good change in parents' parenting patterns towards their children, parents understand more about how to educate and discipline their children, so that children's discipline increases, both in discipline towards learning time and in discipline towards the rules in school. There are several factors that support and hinder the implementation of the parenting program held at MI Mambaul Hasan Batur Gading Probolinggo, including the existence of a good relationship between the school and student guardians, resource persons who are competent in parenting material and become good motivators for student guardians, the material delivered in accordance with the needs of student guardians. While the inhibiting factors include less than optimal preparation so that the socialization of the parenting program is not optimal.

Exposure to Adversity and Trauma Among Students Who Experience School Discipline: A Scoping Review

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.

Teacher Stress, Teacher Unintentional Bias, and Teacher Well-Being Before and During COVID-19

Almost half of all teachers in the United States report high levels of daily stress from teaching, making it one of the most stressful jobs in the country. Teacher stress is detrimental to one’s health and well-being, leading to poor academic outcomes for students and a hostile classroom environment, both barriers for young minds to learn. The COVID-19 pandemic and fear of personal health have exacerbated teacher stress levels. Individual factors that contribute to stress, such as being tired or making quick judgments, are linked to the tendency to rely on automatic cognitive processes (e.g., unintentional biases) rather than more controlled processes; these factors lead to discriminatory acts toward minoritized students. In the Vulnerable Decision Point model, the root causes of minoritized students' experiences of discriminatory acts of disproportionate discipline in schools are explained by the impact of stress on teachers’ automatic processing and unintentional racial bias (URB). Current research for teacher stress includes ways to identify and reduce stress but have only achieved moderate effect sizes driving the need to identify additional strategies for addressing teacher stress, such as teacher subjective well-being (SWB). SWB skills can include mindfulness, resiliency, and self-efficacy, thus providing opportunities to mitigate the effects of daily stressors on unintentional biases by being conscious of fast decision-making and escalation of unexpected behaviors. The data includes self-reports from middle school teachers who completed baseline demographic questionnaires and various scales prior to randomization and intervention implementation. This study aims to understand how preexisting conditions of teacher perceived stress and teacher SWB have perpetuated unintentional biases toward Black students and may have changed during the COVID-19 pandemic.

The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City

Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary discipline. Results indicate that stronger parental trust toward teachers is connected to a reduced probability that a student receives an office discipline referral, while greater trust in principals is associated with a lower chance of suspension. Several aspects of school-family relationships, such as parent-principal trust, parental involvement, and school outreach and communication, heterogeneously predict a lower likelihood of experiencing exclusionary discipline by student race and special education status. These findings demonstrate the interdependent role of families and school staff in child development and highlight the need to cultivate positive school-family relationships as a potential strategy for addressing exclusionary discipline disparities.

Relational responsibility, social discipline and behaviour in school: re-orienting discipline and authority through a distributed network of relational accountability

ABSTRACT This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group.

The Phenomenon of Punishment at Pesantren in South Sulawesi: An Islamic Law and Islamic Education Approaches

Pesantren (Islamic boarding school) is an educational institution in Indonesia that instills Islamic values in its students. In pesantren, the punishment given to students aims not to hurt, but to contain educational values. This study aims to analyze the application of punishment in pesantren. This research is qualitative with Islamic law and Islamic education approaches. The informants comprised several teachers and students of Pondok Pesantren DDI Mangkoso, South Sulawesi, Indonesia. Data were collected through observation, interview, and documentation, then analyzed using the descriptive analysis technique. The results showed that the forms of punishment applied to Islamic boarding schools were reprimands, assignments, and psychological and physical punishments. Punishment in Islamic boarding schools includes ta‘zīr in Islamic law. Even though there are written rules, in some cases, the implementation of ta‘zīr is very simple (depending on the subjectivity of the kiai or teacher), so it lacks legal certainty and only aims to give a deterrent effect to perpetrators. According to Islamic education, the punishments applied by Islamic boarding schools have met the objectives of implementing educational sanctions, namely a deterrent effect for the perpetrators and a deterrent for others. Therefore, legal certainty is not the main goal in determining and implementing punishment in Islamic boarding schools, but to improve the students’ scientific and moral quality. This research has implications for teacher innovation and various methods in Islamic boarding school education so that students participate in the educational process willingly and happily, not because they are forced or afraid of punishment.

Increasing Teacher Work Discipline through the Leadership of the School Principal

This article aims to obtain information and find out the efforts of the madrasa head in improving teacher work discipline. The research method used is descriptive qualitative with the type of field research (field research). Data collection techniques namely observation, interviews, and documentation. The data sources in this study used primary data, namely data sources collected directly from informants, namely the head of the madrasah, deputy head of curriculum, and educators. while secondary data sources are documentation data and other supporting data obtained from madrasas. Data validity was tested by source triangulation and technique triangulation. Data analysis in this study used data reduction, data presentation, and conclusions. The results in this study indicate that: the efforts of the madrasa head to improve the work discipline of teachers in Madrasah Aliyah Mathlaul Anwar, Tanggamus Regency, include: 1) implementing supervision of the rules that have been made by the teacher at work, 2) applying discipline to teachers strictly in imposing sanctions, 3) Increasing teacher work discipline in class attendance, 4) Providing motivation and good examples to teachers in enforcing work discipline, 5) Providing incentives to teachers who have high work discipline in schools, 6) Efforts to increase teacher discipline by the teacher himself.

Impact of Internet Use on Social Media on the Learning Process: Focus on Early Childhood

This research aims to determine the impact of using the internet on social media on the learning process that focuses on early childhood. In this research, researchers used quantitative descriptive research methods. We specialize in this research to review or examine the general use of social media in early childhood, both its impact and existence at school. This research was conducted at Permata Ibu Kindergarten with a population of 18 students, nine boys, and nine girls, with a sample size of 18 students and one teacher using total sampling techniques. The instrument used was a questionnaire consisting of 15 questions. The research found that the internet in schools is still very low due to reasonably good management and school rules and also the role of parents who are very good and selective, where social media use is in the low category at 89%. In comparison, the medium category is 11%.

Extensiveness of Guidance and Counseling Services in Influencing Students’ Compliance with School Rules and Regulations in Public Secondary Schools in Muleba District, Tanzania

Extensiveness of Guidance and Counseling Services in Influencing Students’ Compliance with School Rules and Regulations in Public Secondary Schools in Muleba District, Tanzania

Usability of Warnings by Heads of Schools in Enhancing Teacher Discipline in Public Secondary Schools in Biharamulo District, Tanzania

Usability of Warnings by Heads of Schools in Enhancing Teacher Discipline in Public Secondary Schools in Biharamulo District, Tanzania

PENGARUH REINFORCEMENT TERHADAP KEDISIPLINAN BELAJAR SISWA DI SMP NEGERI 05 BALIKPAPAN

This paper argues about the relationship between reinforcement and learning discipline of State Junior High School (SMPN) 5 Balikpapan students. As for the background in this research is the importance of reinforcement in the sense of positive or negative reinforcement in the process of creating student learning discipline. The problems discussed in this thesis can be formulated in the form of questions, namely how is reinforcement At SMP Negeri 5 Balikpapan, how is student learning discipline at SMP Negeri 5 Balikpapan, and is there a relationship between reinforcement. Based on the results of the research analyzed, it shows that the reinforcement given by the teachers of SMP Negeri 5 Balikpapan is in the very high category with a frequency of 55. 56%. The remaining 5. 56% are in the high category, 5. 56% are in the medium category, 1. 85% are in the low category. Meanwhile, the level of learning discipline of SMP 5 Balikpapan students is in the high category with a frequency of 7. 41. The remaining 5.56% is in the very high category, 3.70% is in the medium category and 3.70% is in the low category. Because the frequency results obtained at all levels are almost the same, it can be concluded that the learning discipline of SMP 05 Balikpapan students is in the high category. The results of the hypothesis test show that there is no relationship between reinforcement and student discipline at SMP Negeri 5 Balikpapan with a product moment correlation coefficient (r) of 0.606 in the interpretation table of correlation data, which is at a level between 0. 600-0. 800 the correlation is in the high category. The table value of the correlation coefficient for 5% is 0.666 and at a significance level of 1% is 0. 789. With the r count r table. Thus, it is concluded that there is no correlation between reinforcement and student discipline at SMP Negeri 05 Balikpapan.

Perbandingan Tingkat Kedisiplinan Siswa terhadap Tata Tertib Sekolah dalam Meningkatkan Mutu Di SMAN 1 Muaro Jambi dan SMAN 1 Kota Jambi

This study reveals how the implementation of the code of conduct and discipline of the students in the State High School 1 Muaro Jambi and SMA 1 Negri Jambi City. It is useful to know the implementation of the rules and it is useful to know the difference in student discipline in SMA 1 Negri Muaro Jambi and SMA 1 Negri Jambi City. As we all know, every school has its own rules that must be obeyed by its students. School rules are one of the rules that must be obeyed by students or students and implemented by students, as an embodiment of life that is aware of laws and rules. School rules are signs of life for students in carrying out life in the school community. Coaching teachers in schools is an integral part of efforts to foster awareness of laws and regulations made by the government. Guidance on school rules and regulations is one form of teacher activity in fostering students to get used to obeying the rules. The problem faced in the development of education is how to improve the quality of education, both in terms of knowledge and attitudes, one of the efforts made by the school in fostering student attitudes through school rules and regulations. As we hope at this time there are no students involved in juvenile delinquency, promiscuity, drug use, brawls, and bad ethics even in life, therefore through the development of school rules they are accustomed to carrying out activities in accordance with the applicable rules in the school. community environment. Based on the background the author is interested in studying the comparison of the level of student discipline and school discipline in improving the quality of education, especially in SMA 1 Muaro Jambi and SMA 1 Kota Jambi.

Analisis Dampak Siswa yang Naik Kelas Bersyarat Terhadap Kualitas Pembelajaran Kelas XI di Madrasah Aliyah Darul Huda Pusat Mandalawangi

This research aims to determine the impact of students who are conditionally promoted to the quality of learning at Madrasah Aliyah Darul Huda, Mandalawangi Center. This research was carried out during for one month, starting on 24 July-23 August 2023. This research method uses qualitative methods, including observation, interviews and documentation. Based on the results of this research, students who are promoted conditionally have an impact on the school, community, environment and especially have a negative impact on themselves. The solution from this research includes several parties, namely: Firstly, parents, parents must pay attention to their children's behavior and care about their children's education. Second, from the school side, the school must provide humanist services so that students are happy at school. If students are happy then the learning process will run conducively and the quality will increase. Not only that, the school also helped improve school discipline and order.

The role of Guidance Counseling Teachers (BK) in Finding Positive Personality in Class VIII (Eight) Students at SMP Negeri 2 Rantau Utara

This research uses a qualitative approach. Researchers obtain the required data directly from respondents in the field. The technique used in collecting research data is through interviews. The results of this research will be presented in the form of words that do not use statistical techniques. This research was conducted determine the role of guidance and counseling teachers in develoving positive personalities in class VIII students at SMP Negeri 2 Rantau Utara. Based on the results of the interview, it can be be concluded thet although it is not yet perfect due to inadequate facilities, the role of the BK teachers at SMP Negeri 2 Rantau Utara in develoving positive personalities for class VIII students has been carried out well, namely by carrying out character development, making a fixed schedule and collaborating with the school principal, subject teachers. This can be proven by the reduction in class VIII students who violate school rules,

Parents' and teachers' perceptions of the Australian primary school food provision venues and food-related policies

PurposeThis study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary schools in Australia; and investigate any differences in the presence of policies and rules based on the school location and school type.Design/methodology/approachData were collected via two online surveys from August 2019 to March 2020. Descriptive statistics were employed to analyse quantitative responses. Respondents' written responses to food-related policies were categorised into groups.FindingsThe two most common food provision services were canteen and lunch order services (mentioned by 72 and 55% of respondents, respectively). Of the 425 respondents whose schools had a canteen (parents and teachers together), 62% reported their school implements a healthy school canteen policy. Significantly more parents compared to teachers, and more respondents from government schools compared to non-government schools stated that their school had implemented such a policy. Approximately half of the respondents (47%) stated their school had implemented other food-related policies and/or rules. These policies or rules belonged to four categories: avoiding certain foods, avoiding food sharing, avoiding food packages and promoting healthy eating.Originality/valueThis study shows the disparities exist in implementing food-related policies among primary schools in Australia. Nutrition promoters and policy planners should consider these results and find the best mechanisms to minimise the gaps in policy implementation.