Behavioral Manajemen Kelas dalam Membentuk Disiplin Belajar Siswa di Sekolah
Article Sidebar
Main Article Content
Abstract
Kedisiplinan belajar siswa sekolah dasar merupakan bagian penting dari outcome well-being yang berpengaruh terhadap keberhasilan akademik dan perkembangan sosial siswa. Permasalahan rendahnya disiplin, khususnya terkait kehadiran dan kepatuhan terhadap aturan kelas, masih ditemukan dalam praktik pendidikan dasar. Penelitian ini bertujuan untuk mendeskripsikan penerapan behavioral management dalam membentuk disiplin belajar siswa kelas VI Sekolah Dasar Swasta Muhammadiyah Pasir Jaya, Kabupaten Tangerang. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologis berbasis studi lapangan. Populasi penelitian adalah seluruh siswa kelas VI, dengan penentuan sampel dilakukan secara purposif, melibatkan guru kelas VI dan siswa sebagai partisipan utama. Teknik pengumpulan data meliputi observasi partisipatif, wawancara tidak terstruktur, catatan reflektif guru, dan dokumentasi. Analisis data dilakukan melalui analisis tematik yang meliputi reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa penerapan behavioral management secara konsisten melalui aturan kelas yang jelas, penguatan positif, dan konsekuensi proporsional mampu meningkatkan disiplin belajar siswa, terutama dalam aspek kehadiran, keterlibatan belajar, dan keberanian berpendapat. Kebaruan penelitian ini terletak pada praktik guru sebagai peneliti (teacher-researcher) yang menekankan pengelolaan kelas berbasis pengalaman reflektif dalam konteks sekolah dasar. Implikasi penelitian ini menunjukkan bahwa behavioral management dapat menjadi strategi praktis dan aplikatif bagi guru sekolah dasar dalam membangun disiplin belajar yang berkelanjutan.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Albashri, M., Rahman, A., & Sulaiman, S. (2025). Collaborative School Roles In Fostering Student Discipline. Jurnal Bimbingan dan Konseling Sekolah, 10(1), 22–34.
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement. Science, 333(6045), 1034–1037. https://doi.org/10.1126/science.1207998
Alter, Peter, & Haydon, Todd. (2017). Characteristics of Effective Classroom Rules: A Review of the Literature. Teacher Education and Special Education, 40(2), 114–127. https://doi.org/10.1177/0888406417700962
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2011). The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes. RMLE Online, 35(4), 1–14. https://doi.org/10.1080/19404476.2011.11462087
Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage publications.
Duckworth, Angela L, & Seligman, Martin E P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Finlay, Linda. (2002). Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230. https://doi.org/10.1177/146879410200200205
Gage, Nicholas A, Sugai, George, Lewis, Timothy J, & Brzozowy, Sarah. (2013). Academic Achievement and School-Wide Positive Behavior Supports. Journal of Disability Policy Studies, 25(4), 199–209. https://doi.org/10.1177/1044207313505647
Ginting, S., Sihotang, H., & Lumban Tobing, P. (2025). School Climate And Student Discipline In Elementary Education. Jurnal Manajemen Pendidikan, 14(1), 45–58.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T.-H., & Huang, F. (2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), 483.
Hurlock, E. B. (2011). Developmental psychology: A life-span approach. New York: Mc. Graw Hil Book.
IRIS Center. (2024). Classroom behavior management: Strategies for educators. Vanderbilt University. https://iris.peabody.vanderbilt.edu
Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2007). RTI And Behavior: A Framework For Addressing Student Behavior. Journal of Behavioral Education, 16(4), 361–381. https://doi.org/10.1007/s10864-007-9048-0
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. SAGE Publications.
MacSuga, A., Simonsen, B., & Briere, D. E. (2014). Classroom management and behavioral supports: An evidence-based approach. Preventing School Failure: Alternative Education for Children and Youth, 58(2), 63–73. https://doi.org/10.1080/1045988X.2014.884487
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. In 3rd (Ed.), SAGE Publications. SAGE Publications.
Moustakas, C. (1994). Phenomenological research methods. sage.
OECD. (2017). PISA 2015 results (volume III): Students’ well-being. Organisation for Economic Co-operation and Development.
Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper. National comprehensive center for teacher quality.
Patton, M. Q. (2015). Qualitative Research and Evaluation methods, 4th edn.(Thousand Oaks; London. Sage Publications New Delhi.
Reinke, Wendy M, Herman, Keith C, & Stormont, Melissa. (2012). Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. https://doi.org/10.1177/1098300712459079
Santrock, J. (2019). Educational Psychology (6th ed.). McGraw-Hill Education.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Simonsen, B., Myers, D., & DeLuca, C. (2010). Providing teachers with training and performance feedback to increase use of three classroom management skills: Prompts, opportunities to respond, and reinforcement. Teacher Education in Special Education, 33(4), 300–318.
Skinner, B. F. (1965). Science and human behavior (Nomor 92904). Simon and Schuster.
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson Education.
Wang, M.-T., & Degol, J. L. (2016). School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2