MANAJEMEN SEKOLAH BERPUSAT PADA SISWA UNTUK MENGUATKAN KEMANDIRIAN DAN DISIPLIN
DOI:
https://doi.org/10.23969/jp.v11i03.62621Keywords:
discipline; independence; student management; school management; student-centered educationAbstract
This study analyzes the implementation of student-centered school management in strengthening elementary students’ independence and discipline. A descriptive qualitative case-study design was employed at SDN 2 Mamben Lauk, in Wanasaba, East Lombok. Data were collected through observations of school and classroom activities, interviews with the principal, classroom teacher, and fourth-grade students, and document analysis covering school regulations, classroom-duty schedules, habituation programs, activity photographs, and teacher evaluation notes. Data were analyzed through data condensation, display, and conclusion drawing, while source and method triangulation enhanced credibility. Four main patterns emerged. First, planning involved school rules, habituation programs, responsibility allocation, and monitoring mechanisms. Second, independence was fostered by allowing students to prepare learning materials, complete assignments, perform classroom duties, and assume age-appropriate responsibilities. Third, discipline was developed through teacher modeling, consistent rules, supportive supervision, and positive reinforcement. Fourth, routine evaluation enabled the school to adjust programs to students’ developmental needs. Implementation was constrained by diverse student characteristics, limited instructional time, and uneven parental support. The findings indicate that independence and discipline are strengthened when school management integrates student participation, consistent habituation, data-informed reflection, and sustained school–family support.
Downloads
References
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. S. (2020). The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools. Teachers and Teaching, 26(5–6), 428–445. https://doi.org/10.1080/13540602.2020.1863208
Arrahmi, S. Z., Cahyani, B. H., & Khosiyono, B. H. C. (2025). Penguatan karakter mandiri dan disiplin siswa sekolah dasar melalui implementasi Gerakan Literasi Sekolah. Jurnal Didaktika Pendidikan Dasar, 9(1), 1–22. https://doi.org/10.26811/didaktika.v9i1.1399
Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, S., Leal, T., & Verschueren, K. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly, 46, 75–86. https://doi.org/10.1016/j.ecresq.2018.04.004
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Damarullah, M., Fahrurrozi, M., & Subhani, A. (2021). Penguatan pendidikan karakter dalam pembelajaran IPS di sekolah dasar Lombok Timur. Genta Mulia: Jurnal Ilmiah Pendidikan, 12(1), 218–229.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Fahrurrozi, M., & Mohzana. (2019). The development of Android-based economic teaching materials for student independence. International Journal of Innovation, Creativity and Change, 5(6), 468–482.
Fahrurrozi, M., Mohzana, & Murcahyanto, H. (2021). Strategi pembelajaran dan kemampuan guru kelas. JOEAI (Journal of Education and Instruction), 4(1), 197–205. https://doi.org/10.31539/joeai.v4i1.2146
Fitriana, A. N., Aisah, M. N., Rianto, E. I., & Widakdo, R. (2024). Optimalisasi pengelolaan kelas dalam meningkatkan motivasi dan kedisiplinan siswa. Madinasika: Manajemen Pendidikan dan Keguruan, 5(2), 97–105. https://doi.org/10.31949/madinasika.v5i2.8267
Hooshyar, D., Tammets, K., Ley, T., Aus, K., & Kollom, K. (2023). Learning analytics in supporting student agency: A systematic review. Sustainability, 15(18), 13662. https://doi.org/10.3390/su151813662
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
Meuwissen, A. S., & Carlson, S. M. (2019). An experimental study of the effects of autonomy support on preschoolers’ self-regulation. Journal of Applied Developmental Psychology, 60, 11–23. https://doi.org/10.1016/j.appdev.2018.10.001
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mohzana, Fahrurrozi, M., Haritani, H., Majdi, M. Z., & Murcahyanto, H. (2020). A management model for character education in higher education. Talent Development & Excellence, 12(3s), 1596–1601.
Patall, E. A., Hooper, S., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58, 220–231. https://doi.org/10.1016/j.learninstruc.2018.07.004
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/j.lindif.2016.05.006
Vaughn, M. (2020). What is student agency and why is it needed now more than ever? Theory Into Practice,
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
