Pembentukan Sikap Disiplin Siswa Pada Sekolah Berbasis Asrama

Fajar Ridho Fatan Faiz, Nurhadi Nurhadi, Abdul Rahman
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引用次数: 6

Abstract

Boarding school education instills various kinds of values ​​and characters to improve student discipline, both while undergoing education at school and when completing education. This study aims to explain the formation of student discipline in boarding schools. This study uses a qualitative method with an ethnographic approach. Data collection comes from the results of participatory observation, documentation, and in-depth interviews. Data analysis used disciplinary mechanism theory and Foucault's Panopticon. The results of this study indicate that the active role played by the teacher council, vice principal for student affairs, and school administrators in enforcing school rules has a significant relationship in shaping student discipline attitudes. The formation of students' disciplined attitudes is reflected in the various activities found in Islamic boarding schools and schools. Not arriving late at school, performing prayers on time, dressing neatly, participating in afternoon apple activities, cleaning the environment, and not violating the rules that have been set are activities carried out by students in forming their disciplinary attitude. Discipline formation is also carried out through two disciplinary mechanisms, namely by supervision through rules and punishments.
在寄宿学校培养学生的纪律
寄宿学校教育灌输各种价值观和性格,以提高学生的纪律,无论是在学校接受教育还是在完成教育。本研究旨在解释寄宿学校学生纪律的形成。本研究采用民族志方法的定性方法。数据收集来自参与性观察、文献记录和深度访谈的结果。数据分析采用纪律机制理论和福柯的全景监狱。本研究结果显示,教师委员会、学生事务副校长和学校行政人员在执行校规方面所扮演的积极角色,对学生纪律态度的形成有显著的关系。学生纪律态度的形成反映在伊斯兰寄宿学校和学校的各种活动中。不迟到,按时祈祷,穿着整洁,参加下午苹果活动,清洁环境,不违反已经制定的规则,这些都是学生在形成纪律态度时进行的活动。纪律的形成也通过两种纪律机制进行,即通过规则和惩罚进行监督。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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