Disciplinary Rules Research Articles

The Rule of Work Environment and Discipline on the Performance of Bank Muamalat Employees in Sorong City

The Rule of Work Environment and Discipline on the Performance of Bank Muamalat Employees in Sorong City

Doctorate Education: The Connection Between Academic Success, Doctoral Identity, and Relationships

Doctorate education is a highly specialized and sophisticated type of higher education that intends to help develop students into autonomous researchers and scholars who can make novel contributions to their study fields. This paper explores the essential components of the doctoral education journey, with concentration on how to achieve academic success, doctorate Identity, and build relationships. The paper underscores the importance of positive relationships with advisors, peers, and family in facilitating the doctoral journey, while highlighting mentorship as essential for developing a strong researcher identity. Also, the paper pinpoints the essential elements that lead to academic achievement, including aptitude for the subject matter, drive, mentoring, and a nurturing atmosphere for research. Knowing the rules of discipline, doing research, and building faculty relationships all contribute to the formation of a doctorate identity. Overall, it highlights how important it is to take a comprehensive approach to doctorate education, incorporating identity formation, academic performance, and supportive connections, in order to help students make the shift from doctoral students to independent scholars.

Violation of Administrative regulations of discretion in employees disciplines

The deviation of administrative regulation authority is undoubtedly considered as one of the most audacious fault that may occur to the resolution of disciplinary rules, that taken the fact in account that this undersupply is unlike other violations. Two aspects govern the validity of the disciplinary sanctions, the first is objective that represented by the necessity of sanction (penalty) must be provided for by the law, and clearly determined by the law; whereof, the disciplinary authority must stick to limits of the provision law that imposes penalty in terms of its amount, type and scope. The second aspect is the procedural party that entails that the penalty must be inflicted by legally competent authority. It is sometimes observed that the administration may deviate of its ruling authority in imposing disciplinary penalty, whether by hardening or abusing administration regulations. This research plot explores purpose or deviation in manipulated power use in room of disciplinary sanction as well as elimination of the disciplinary administrative resolution.

One Big Happy Family

When it comes to union avoidance, the strategies and tactics an employer needs to pursue can seem endless. Many times, the approaches are focused on money—competitive wages and benefits, for example. At other times, employers focus on less financially costly methods, such as union‐free handbook provisions, employee morale initiatives, and progressive discipline rules. All these approaches hold value and, indeed, can be particularly successful when seeking to maintain union‐free status.

THE ROLE OF HOMEROOM TEACHERS ON THE DISCIPLINE OF CLASS V STUDENTS MIS MARDLIYATUL

<p>This study aims to examine the role of homeroom teachers in improving the discipline of grade V students at MIS Mardliyatul. Discipline is an important aspect of education that directly affects the teaching and learning process and students' academic achievement. Homeroom teachers are responsible for monitoring, guiding, and implementing discipline rules in the classroom. This research used a qualitative method with a case study approach, involving direct observation, in-depth interviews with homeroom teachers, teachers, and students, and analysis of related documentation. The results showed that homeroom teachers play a strategic role in shaping student discipline through personalized approaches, consistent application of rules, and effective communication with students and parents. In conclusion, the active role of homeroom teachers is essential in creating a disciplined learning environment conducive to students' academic and character development.</p>

Hate Speech Against Asian American Youth: Pre-Pandemic Trends and The Role of School Factors

Although hate speech against Asian American youth has intensified in recent years—fueled, in part, by anti-Asian rhetoric associated with the COVID-19 pandemic—the phenomenon remains largely understudied at scale and in relation to the role of schools prior to the pandemic. This study describes the prevalence of hate speech against Asian American adolescents in the US between 2015 and 2019 and investigates how school-related factors are associated with whether Asian American youth are victims of hate speech at school. Analyses are based on a sample of 938 Asian American adolescents (Mage = 14.8; 48% female) from the three most recently available waves (2015, 2017, and 2019) of the School Crime Supplement to the National Crime Victimization Survey. On average, approximately 7% of Asian Americans were targets of hate speech at school between 2015 and 2019, with rates remaining stable over time. Findings also indicate that students had lower odds of experiencing hate speech if they attended schools with a stronger authoritative school climate, which is characterized by strict, yet fair disciplinary rules coupled with high levels of support from adults. On the other hand, Asian American youth faced higher odds of experiencing hate speech if they were involved in school fights. Authoritative school climate and exposure to fights are malleable and can be shaped directly by broader school climate related policies, programs and interventions. Accordingly, efforts to promote stronger authoritative climates and reduce exposure to physical fights hold considerable potential in protecting Asian American youth from hate speech at school.

The Factualist Interpretation of the Skeptical Solution and Semantic Primitivism

According to the factualist interpretation, the skeptical solution to the skeptic’s problem hinges on rejecting inflationary accounts of semantic facts, advocating instead for the adoption of minimal factualism. However, according to Alexander Miller, this account is unsound. Miller argues that minimal factualism represents a form of semantic primitivism, a position expressly rejected by Kripke’s Wittgenstein. Furthermore, Miller states that minimal factualism presupposes the conformity of meaning ascriptions with rules of discipline and syntax. However, he contends that this maneuver is also undermined by Kripke’s skepticism. In this paper, I demonstrate that Miller’s arguments against minimal factualism are unsound. To achieve this goal, I argue that the minimalist account of semantic facts should not be equated with semantic primitivism. Moreover, I argue that statements regarding the conformity of meaning ascriptions are either beside the criticism of Kripke’s skeptic or should be interpreted from the perspective of the account on assertibility offered by the skeptical solution. On this basis, I conclude that the factualist interpretation provides a conducive environment for solving the problem posed by Kripke’s skeptic.

Peran Psikologi Pendidikan dalam Pembelajaran di Sekolah Dasar

Educational psychology plays an important role in the context of learning in primary schools. Educational psychology helps teachers understand the basics of educational psychology, learning theories in psychology, and various learning methods that can be used. Educational psychology also contributes to the development of educational curriculum, student character building, and evaluation of learning outcomes.One of the relevant learning theories is cybernetic learning theory. This theory considers learning as information processing, where the information system processed and learned by students becomes more important than the learning process itself. In the context of learning in primary schools, educational psychology has several important roles. First, educational psychology helps in the development of educational curriculum. In curriculum development, educational psychology considers students' affective, cognitive, and psychomotor aspects. Educational psychology also plays a role in shaping students' character through the implementation of culture and disciplinary rules in schools.

Analysis Of The Influence Of Employee Discipline On Employee Performance At Mandiangin Koto Selayan District Bukittinggi City Using Grounded Theory

This study investigates how the application of discipline can improve employee performance in Mandiangin Koto Selayan District, Bukittinggi City. This research is a type of research that uses qualitative techniques with a grounded theory approach. The author conducted direct interviews with 5 employees in five different fields in Mandiangin Koto Selayan District. Then SWOT analysis, observation, and direct interviews with key, main, and supporting informants were also used in this study. This study shows that employee discipline in Mandiangin Koto Selayan District, Bukittinggi City is influenced by several factors, namely motivation, imitating the behavior of other undisciplined employees, lack of a sense of kinship, employee awareness of discipline, leadership supervision, office environment, reword, work development, employee debt, disciplinary rules, sanctions. From this study it was found that the lack of supervision from superiors who received the highest score of 7 (seven) indicated that the discipline of an employee to improve performance was greatly influenced by supervision from superiors so that they became undisciplined and underperformed because there was no supervision from superiors who became the dominant factor determining discipline. employees from the results of this study.

Analogy between Modern Project Management Theory and Sunzi Art of War: Chapters 1 to 4

This article scrutinizes the analogy between modern project management theory and Sunzi Art of War (or “Sunzi” for short in this abstract) by comparing and contrasting them and identifying the similarities and dissimilarities between them. It is revealed that similarities overwhelmingly exceed dissimilarities at least by the numbers of ideas in the two philosophies. To be specific, Sunzi’s decision on war versus no war is comparable to modern project selection, both being worth prior rigorous contemplation and thus analysis. Sunzi’s analysis is analogous to key success factor (KSF) analysis or strengths, weaknesses, opportunities, and threats (SWOT) analysis commonly adopted in modern project management. Sunzi reiterates the criticality of performing analysis prior to any warfare in the same way as modern project management accentuates analysis for the purpose of project selection. Sunzi analyzes war in a quantified manner somewhat akin to the cost-benefit analysis commonly employed in modern project selection. Sunzi assumes the increase of fixed costs with time just as modern project management does. Sunzi’s practice of “team building” resembles modern project management’s. Sunzi regards victory in war as the objective of top priority in a way similar to defining project objectives and establishing project priorities in modern project management. Sunzi pays heed to the satisfaction and other psychological statuses of the soldiers as much as modern project management does. Sunzi prefers to fight wars only after conducting thorough analysis to predict favorable outcomes of the wars, whereas modern project managers likewise would proceed with any projects only after performing systematic analysis for project selection to predict favorable outcomes. Sunzi believes in managing the military by means of the rule of law and discipline, which modern project management is premised on. Sunzi contends that everything in war has to be measured, estimated, calculated, and probability-based, which is exactly the kind of positivism and scientific approaches upheld by modern project management. Having said this, Sunzi’s insistence on “doing it right once” disagrees with a few modern project management methodologies. Also, the approaches to implement the ideas differ between the two philosophies.

The Connection between the Disciplinary Rules of Primary and Secondary Education and Law on the Prevention of Juvenile Delinquency

The Connection between the Disciplinary Rules of Primary and Secondary Education and Law on the Prevention of Juvenile Delinquency

Internalisasi Wawasan Kebangsaan Dalam Mata Pelajaran Pendidikan Agama Buddha Dan Budi Pekerti (Studi Fenomenologi Pada Peserta Didik Kelas Ix Di Sekolah Menengah Pertama Swasta (SMPS)

The problem raised in this study is that the internalization of nationalism in Buddhist Religious Education Subjects is unknown. The purpose of this study is to describe the internalization of nationalism insights in Buddhist Religious Education Subjects. This research uses a qualitative approach with phenomenological method. The informants in this study were principals, educators, and 9th grade students of SMPS Perguruan Buddhi Tangerang in the 2022/2023 school year. The data collection techniques used in this study were observation, interview, and documentation. The data analysis technique used in this research is the data analysis technique model of M.B. Miles, A.M. Huberman, and Johny Saldaña (1994). The results in this study show that the internalization of nationalistic insight is defined as a process of stages or series in the introduction, planting, coaching, and strengthening in a sustainable and in-depth information, messages, and noble values concerning nationalism. Teaching materials on nationalistic insight in Buddhist Religious Education subjects are sourced from the Dhammapada book, Paritta book, and Buddhist Religious Education book class IX. The cultivation of knowledge about national insight that has been carried out by educators is by showing politeness, giving greetings to each other at holiday celebrations, greetings of anjali attitude and Namo Buddhaya. Efforts to internalize national insight in Buddhist Education subjects carried out by educators are by introducing, instilling, guiding and strengthening the noble values of Dhamma that are in line with national insight. The practice or example done by educators and students in internalizing national insight is by practicing the rules of school discipline, ethics, and norms in the practice of national insight both in the classroom, cetiya, and outside the classroomThe problem raised in this study is that the internalization of nationalism in Buddhist Religious Education Subjects is unknown. The purpose of this study is to describe the internalization of nationalism insights in Buddhist Religious Education Subjects. This research uses a qualitative approach with phenomenological method. The informants in this study were principals, educators, and 9th grade students of SMPS Perguruan Buddhi Tangerang in the 2022/2023 school year. The data collection techniques used in this study were observation, interview, and documentation. The data analysis technique used in this research is the data analysis technique model of M.B. Miles, A.M. Huberman, and Johny Saldaña (1994). The results in this study show that the internalization of nationalistic insight is defined as a process of stages or series in the introduction, planting, coaching, and strengthening in a sustainable and in-depth information, messages, and noble values concerning nationalism. Teaching materials on nationalistic insight in Buddhist Religious Education subjects are sourced from the Dhammapada book, Paritta book, and Buddhist Religious Education book class IX. The cultivation of knowledge about national insight that has been carried out by educators is by showing politeness, giving greetings to each other at holiday celebrations, greetings of anjali attitude and Namo Buddhaya. Efforts to internalize national insight in Buddhist Education subjects carried out by educators are by introducing, instilling, guiding and strengthening the noble values of Dhamma that are in line with national insight. The practice or example done by educators and students in internalizing national insight is by practicing the rules of school discipline, ethics, and norms in the practice of national insight both in the classroom, cetiya, and outside the classroom

School toilets use: the perspective of French school doctors

Abstract Background Access to school toilets, seems no more an issue in France. However, presence does not mean use. We will illustrate the underuse of school toilets by pupils from the perspective of school doctors (SD). In France, prior being in post, SD are trained for a year, during which they have to work on a relevant school health topic, here school toilets. Results Almost 40 years ago, visiting over 500 rural primary schools, a SD found 14% of toilets in an << intolerable state >>. Children complaints were in accordance. Twenty years later, in a questionnaire (126 girls; urban secondary school), another SD found that 31% do not use school toilets, 45% do not feel secure, 91% find them dirty and smelly, 9,5% experience bladder weakness. Daily observations of toilets revealed a conflict between disciplinary rules and students’ fundamental needs. In 2018, 2119 questionnaires of parents about their children's behaviours and perceptions about school toilets found an overall use of 87% while 69% of pupils had an appropriate use for urine. The main obstacles reported to use were lack of hygiene and comfort (51%), lack of security or privacy (33%) and limited accessibility (28%). Last, in 2022, 24 SD conducted a collaborative project on school toilets. In a health promotion perspective, they collected data from 164 adults and 225 pupils. They agreed on one global aim: “School toilets, a place of challenges and a reflection of the well-being of each and every one”; one health priority: “Ensuring appropriate and respectful access for pupils’ needs”, and one general objective: “Mobilize all actors to ensure access to toilets and uses that respect the basic needs of pupils”. Currently two SD are developing a questionnaire assessing the state of schools toilets. Conclusions still and even in France, pupils underuse school toilets, causing medical problems, lowering school well-being with the risk to endanger learning availability, confirming that this is a true public health issue.

Understanding Masculinity and Sexual Harassment for Sustainable Development

It is an important phenomenon to draw a common understanding of sexual harassment in a national and international concept. This applies in particular the determination to reach an agreement around a common concept definition of sexual harassment, irrespective of race, culture, and situation, form of exposure, colour, national context, and so onwards. Bangladesh has a strong legal framework to reduce violence against women; however, the law and reality are different. Women in this society are generally perceived as mothers and wives and not as equal working partners. So, women’s education has a significant impact on family income and development and the males in household activities are also absent and women’s activities are entertaining guests, preparing food, and cooking. The deep-rooted gender inequalities and discrimination makes women helpless also in the higher education level. Sexual harassment in public universities had the highest proportion of women that reported ‘never telling anyone’ about their experience of harassment by friends or teachers. This research would like to find out the ways of breaking masculinity and gender-based violence in the higher educational institution, which is authorized under the relevant disciplinary rules to take action in case of misconduct. This article will also explore the protection mechanism from sexual harassment and how the right to education and work with dignity is recognized as basic human rights in higher education levels.

Implementation of the Habituation Method in improving Disciplinary Character in Elementary Schools

The character of discipline is behavior that reflects obedience in carrying out applicable regulations. The character of discipline is important. Without awareness of the necessity of carrying out predetermined rules, it will require a method of habituation so that it can form a strong student character. The purpose of this study is to describe habituation methods in improving student discipline character and the impact of habituation method implementation in improving student discipline character. The research method used is qualitative research with a case study approach using data collection techniques in the form of interviews, observations and documentation studies. The data analysis technique used in this study is Milles and Huberman's interactive analysis model. From this study, it can be concluded that the process of implementing habituation methods in improving disciplinary character has run as expected. This is evidenced by the achievement of 2 disciplines, namely the discipline of obeying the rules of discipline and the discipline of time.

Strategi Komunikasi Pengurus Dalam Penegakan Disiplin Kepada Santri Di Pondok Pesantren Madrasatul Qur’an Tebuireng Jombang

Communication as something essential is a very important point for all aspects of human life. In communication there is a communication strategy, such as the communication strategy in enforcing discipline in the Islamic boarding school students of Madrasatul Qur'an Tebuireng. This study aims to examine the communication strategies used by administrators in enforcing discipline against Islamic boarding school students Madrasatul Qur'an Tebuireng in Jombang. This study uses a qualitative method with a descriptive approach. Data collection techniques used in this study were interviews, documentation and observation. The results of this study indicate that the management of Madrasatul Qur'an Tebuireng Islamic Boarding School uses several effective communication strategies in enforcing discipline to students. First, they apply persuasive communication by providing clear explanations and building a shared understanding of the importance of discipline in the life of students. Second, administrators use participatory communication by involving students in making decisions regarding disciplinary rules and sanctions. Third, administrators also use positive communication by giving praise and appreciation to students who show a good level of discipline. Keyword: Management Communication Strategy, Santri Discipline

Instagram and Communication of Leaders in Times of Crisis: Analysis of Instagram Account Framing @aniesbaswedan during the Covid-19 Pandemic

Leaders must be able to provide accurate and precise information so that it reaches the public—crisis leadership communication as a control in reducing the impact of the spread and panic of Covid-19.Purpouse: The focus of this article is on leadership communication in times of crisis. The method used in this study is a qualitative analysis of Robert N. Entman's framing model. The research object used is Anis Baswedan's Instagram account as a regional leader. This research was conducted at the start of the Covid-19 pandemic, from March to May 2020. Researchers collected all uploaded information on Anis Basedan's Instagram account and analyzed it using Robert N. Erman's four analytical knives, namely; Define Problems, Diagnose Causes, Make Moral Judgments, Treatment Recommendations. Based on the results of the framing analysis, Anis Baswedan's leadership communication during the Covid-19 pandemic 1) Define Problem, namely; Covid-19 transmission; The need for Health Facilities and Personnel; Social assistance; Covid-19 Education and Information; PSBB rules; Government Readiness. 2) Diagnose Causes namely; Spread of viruses; Community concern and increasing number of victims; Emergency Response and PSBB Violations; Appreciation of health workers; Economic Decline. 3) Make moral judgment: Government's responsibility; protect citizens; Cooperation and collaboration of all parties; Enforcement of discipline; Appreciation. 4) Treatment Recommendations namely; Discipline rules and health protocols; Limitation of activities, distribution of assistance; Information updates. The communication style used by Anis Baswedan is due to the situational factors of the Covid-19 pandemic, namely directive leadership communication.

Effectiveness of Administrative Work from Home, Reward and Servant Leadership on Employee Work Productivity Using Disciplinary Rules as Intervening Variables

Effectiveness of Administrative Work from Home, Reward and Servant Leadership on Employee Work Productivity Using Disciplinary Rules as Intervening Variables

AGGRESSIVENESS X VIOLENCE IN THE SCHOOL ENVIRONMENT

Faced with the latest events shown in the media and many times witnessed by ourselves in the schools where we work, we observed the need to go deeper into this subject in order to carry out a project that could be useful in the current school. The objective of this project is to draw the attention of professionals to the problem of school aggression and violence and to present suggestions for improving coexistence within the school. As Oliveira and Martins (2006) well mentions, “what happens is that this violence has a lot to do with the discourse of refusal, or even, the lack of finding the right words to give an exact meaning to a wide range of of feelings”. Violence is all kinds of physical and psychological damage caused to others, young people are pointed out as the cause of this violence, but this issue is much more complex. Because to combat this violence that is so common among our youth, we have to research the origin, since young people apply in their school conviviality or those who live at home. Currently schools deal with fights and other aggressive acts through internal norms such as: verbal or formal warning, suspensions, transfers and expulsion of the student. I suggest more dynamic classes with the participation and opinion of the students to organize a field class, formalize an agreement between both on how the school rules will be applied in case of non-compliance with the school's discipline rule.

Discipline Court Management Program for the Character Development of Students

This study aims to determine the management function that is applied to the Santri Disciplinary Court Program at the Darul Ihsan Modern Islamic Boarding School. The management functions that will be examined include program planning functions, program organizing functions, program implementation functions and program monitoring functions. The type of research used is qualitative research with a phenomenological approach. The sources of data in this study are divided into 2, namely primary and secondary data sources. Primary data sources are Islamic Boarding School Leaders, Heads of Boys and Girls Care and students of OPDI administrators as enforcers of disciplinary courts. Secondary data sources are school documents, journals, field notes, and various other documentation. The procedure for collecting research data is through observation, interviews, and documentation. The researcher used Miles and Huberman's data analysis techniques, namely reduction, data display, and conclusion drawing/verification. After that, a data validity test was carried out through Credibility, dependability, transferability, and confirmability tests. The results of this study indicate that the Darul Ihsan Modern Islamic Boarding School has implemented a management function in the Disciplinary Court Program which includes program planning by determining disciplinary rules that must be obeyed by students through a meeting mechanism and providing socialization to students about the rules that must be obeyed. Program organization is carried out by the parenting department and assisted by OPDI students. The implementation of the program was carried out by providing discipline coaching and imposing sanctions on violators and supervision carried out by the care section for OPDI students as well as evaluations from the Islamic Boarding School Leaders. Based on this, it can be concluded that the Darul Ihsan Modern Islamic Boarding School, Deli Serdang Regency, has carried out the management function in the disciplinary court program as a form of fostering the character of the students. With this Court Program, the students know the disciplinary rules that they must obey.