Teachers' Strategies in Developing Students' Character of Independence and Discipline

Muhamad Dzulfaqar J. R; A. Ardiansyah; Sri Dewi Lisnawaty

doi:10.15548/jt.v33i2.1132

Teachers' Strategies in Developing Students' Character of Independence and Discipline

Muhamad Dzulfaqar J. R, A. Ardiansyah, Sri Dewi Lisnawaty

Abstract

Basic education is the initial stage of character formation, playing an important role in building students' personality. Independence and discipline are fundamental aspects that must be developed early so students can manage themselves and their responsibilities. However, many elementary students have not optimally demonstrated these attitudes. This study aims to analyze teachers' strategies in developing students' independence and discipline and identify obstacles faced at Nurul Islam Elementary School 01 Tawaeli. This research uses a qualitative approach with a descriptive design. Participants comprised 9 purposively selected individuals: 1 principal, 2 classroom teachers, and 6 students. Data collected through observation, interviews, and documentation were analyzed using an interactive model comprising data reduction, presentation, and conclusion drawing. To ensure validity, rigorous triangulation procedures were implemented: technique triangulation (cross-verifying observations, interviews, documents), source triangulation (comparing perspectives from teachers, students, principal), and time triangulation (collecting data at different intervals). Results showed teachers applied main strategies including role models, positive habituation, assigning responsibility, and positive reinforcement. The obstacles faced include diverse student backgrounds, unsupportive family environments, and limited teacher time. This study confirms that consistent and contextual teacher strategies play a crucial role in shaping students' character.

Keywords

Teacher strategy; the character of independence; disciplined character; elementary school; character education.

10.15548/jt.v33i2.1132

Abstract view : 467 times

PDF : 68 times

Full Text:

PDF

References

Bahri, S., Fauzi, A., & Zaini, B. (2025). Strengthening Character Education Through Behaviorist Approaches: Strategic Management in Shaping Students’ Ethics and Morality. Journal of Educational Management Research, 4(5), 2142–2154.

Bans-Akutey, A., & Tiimub, B. M. (2021). Triangulation in research. Academia Letters, 2(3392), 1–7.

Baso, H. A., Lisnawati, S. D., & Atika, N. H. (2021). Strategi guru pendidikan agama Islam dalam menanamkan karakter kepedulian sosial pada peserta didik. ISTIQRA: Jurnal Hasil Penelitian, 9(1), 35–60. https://doi.org/10.24239/ist.v9i1.782

Berg, J. K., & Aber, J. L. (2015). A multilevel view of predictors of children’s perceptions of school interpersonal climate. Journal of Educational Psychology, 107(4), 1150.

Bissoli, M. de F. (2014). Development of children’s personality: The role of early childhood education. Psicologia Em Estudo, 19, 587–597.

Bruhn, J. G., Zajac, G., Al-Kazemi, A. A., & Prescott, L. D. (2002). Moral Positions and Academic Conduct: Parameters of Tolerance for Ethics Failure. The Journal of Higher Education, 73(4), 461–493. https://doi.org/10.1080/00221546.2002.11777160

Byram, J. N., Van Nuland, S. E., Harrell, K. M., Mussell, J. C., & Cornwall, J. (2023). Educator perspectives on non‐technical, discipline‐independent skill acquisition: An international, qualitative study. Anatomical Sciences Education, 16(6), 1102–1117.

https://doi.org/10.1002/ase.2302

Carr, D. (2024). Love, knowledge (wisdom) and justice: Moral education beyond the cultivation of Aristotelian virtuous character. Journal of Moral Education, 53(2), 273–291. https://doi.org/10.1080/03057240.2023.2219029

Darabi, K., Hosseinzadeh, M., Zolfaghari Kahkesh, M., & Nayodi, S. (2023). The effectiveness of self-regulation training in improving engagement and academic resilience of male students. International Journal of School Health, 10(2), 98–105.

Flick, U. (2018). Triangulation in data collection. The SAGE Handbook of Qualitative Data Collection, 527–544.

Gioia, D. (2021). A Systematic Methodology for Doing Qualitative Research. The Journal of Applied Behavioral Science, 57(1), 20–29. https://doi.org/10.1177/0021886320982715

Grusec, J. E., Chaparro, M. P., Johnston, M., & Sherman, A. (2014). The development of moral behavior from a socialization perspective. Handbook of Moral Development, 2, 113–134.

Hanurawan, F., Suciptaningsih, O. A., & Itsnain, N. I. I. (2024). Psychological Characteristics of Personality in Elementary School-Aged Children in Indonesia: Review and Implications. Edukasi Islami: Jurnal Pendidikan Islam, 13(04), 729–744.

Hasanah, E. (2019). Perkembangan moral siswa Sekolah Dasar berdasarkan teori Kohlberg. JIPSINDO, 6(2), Article 2. https://doi.org/10.21831/jipsindo.v6i2.28400

Hidayat, A. (2023). Faktor Lingkungan dalam Pembentukan Disiplin Siswa Sekolah Dasar. Jurnal Psikologi Pendidikan, 5(1), 35.

Hirsan, M., Musipuddin, M., & Parhanuddin, L. (2026). Character Internalization Through Structured Habituation in Rural Indonesian Elementary Education. IJE: Interdisciplinary Journal of Education, 4(2), 103–113.

Hutson, J. (2025). Scaffolded integration: Aligning AI literacy with authentic assessment through a revised taxonomy in education. FAR Journal of Education and Sociology, 2(1).

Jones, T. M., Fleming, C., & Research and Evaluation Team. (2021). A multilevel model of the association between school climate and racial differences in academic outcomes. Psychology in the Schools, 58(5), 893–912. https://doi.org/10.1002/pits.22477

Kallitsoglou, A., & Repana, V. (2021). Attachment disorganization and poor maternal discipline in early childhood: Independent contributions to symptoms of conduct problems. Emotional and Behavioural Difficulties, 26(4), 436–448. https://doi.org/10.1080/13632752.2021.1984192

Karlberg, M., Klang, N., & Svahn, J. (2024). Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial. BMC Psychology, 12(1), 521. https://doi.org/10.1186/s40359-024-02021-z

Kleden, G. E. (2023). Peran guru dalam penguatan karakter siswa. Jurnal Review Pendidikan Dan Pengajaran, 6(4), 2516–2519. https://doi.org/10.31004/jrpp.v6i4.21992

Larsen, F. (2023). Methodology: A Qualitative Approach. In F. Larsen, Commodity Branding (pp. 29–44). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-29966-7_3

Lestari, A. D. (2021). Strategi Guru Kelas dalam Menanamkan Karakter Disiplin Siswa Kelas III di SDN 99 Kota Bengkulu [Skripsi Fakultas Tarbiyah dan Tadris]. IAIN Bengkulu.

Lestari, G. D., Yulianingsih, W., & Zakariyah, M. F. (2025). Habituation of Short Surah Memorization to Develop Discipline in Early Childhood: A Faith-Based Character Education Approach. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(1), 139–148.

Marlina, A., Ratna Dewi, T., & Taufiq Yuliantoro, A. (2022). Strategi Guru dalam Meningkatkan Kedisiplinan Belajar Siswa. FingeR: Journal of Elementary School, 1(2), 58–72.

https://doi.org/10.30599/finger.v1i2.424

Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist, 47(2), 106–124. https://doi.org/10.1080/00461520.2012.670488

Mey, G. (2023). Qualitative Methodology. In J. Zumbach, D. A. Bernstein, S. Narciss, & G. Marsico (Eds.), International Handbook of Psychology Learning and Teaching (pp. 453–478). Springer International Publishing. https://doi.org/10.1007/978-3-030-28745-0_22

Nasution, A. T. A., & Bahri, S. (2022). Analisis pemanfaatan sumber belajar terhadap pembentukan karakter disiplin dalam pembelajaran tematik tema 8 (Praja Muda Karana) Kelas III SD Nurhasanah. Jurnal Penelitian Pendidikan MIPA, 7(1), Article 1.

https://doi.org/10.32696/jp2mipa.v7i1.1343

Nurrisa, F., Hermina, D., & Norlaila. (2025). Pendekatan Kualitatif dalam Penelitian: Strategi, Tahapan, dan Analisis Data. Jurnal Teknologi Pendidikan Dan Pembelajaran | E-ISSN : 3026-6629, 2(3), Article 3.

Pahleviannur, M. R., De Grave, A., Saputra, D. N., Mardianto, D., Sinthania, D., Hafrida, L., Bano, V. O., Susanto, E. E., Mahardhani, A. J., Amruddin, Alam, M. D. S., Lisya, M., & Ahyar, D. B. (2022).

Metodologi Penelitian Kualitatif. https://doi.org/10.31237/osf.io/jhxuw

Ramadani, A. R., Tripitasai, D., & Muhdin, M. (2026). Analysis of the Implementation of Behavioristic Learning Theory in the Transformation of Student Discipline. Edusoshum: Journal of Islamic Education and Social Humanities, 6(2), 879–889.

Rouzi, K. S., Ismail, F. B. H., Afifah, N., Rochaendi, E., Musyrifah, F., & Khauro, M. (2025). The role of parenting in developing self-resilience and self-regulated learning: An islamic educational psychology perspective. International Journal of Islamic Educational Psychology, 6(1), 104–120.

Rubach, C., Dicke, A.-L., Safavian, N., & Eccles, J. S. (2023). Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory. Motivation and Emotion, 47(4), 575–594.

Sari, L. N., Nurhasanah, & Sobri, M. (2024). Analisis kesulitan guru dalam menanamkan nilai pendidikan karakter siswa kelas V di Sekolah Dasar. Journal of Classroom Action Research, 6(4), Article 4. https://doi.org/10.29303/jcar.v6i4.7681

Sato, J. (2021). Triangulation. In K. Ikeuchi (Ed.), Computer Vision (pp. 1286–1288). Springer International Publishing. https://doi.org/10.1007/978-3-030-63416-2_854

Skiba, R. J., Chung, C.-G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion. American Educational Research Journal, 51(4), 640–670. https://doi.org/10.3102/0002831214541670

Syahrizal, F., Suhartono, S., & Rokhmaniyah, R. (2022). Analisis implementasi pendidikan karakter dalam peningkatan kemandirian belajar siswa kelas V di SD Negeri 1 Adikarso Tahun Ajaran 2020/2021. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 10(1), Article 1. https://doi.org/10.20961/jkc.v10i1.55363

Thornberg, R. (2007). Inconsistencies in everyday patterns of school rules. Ethnography and Education, 2(3), 401–416. https://doi.org/10.1080/17457820701547609

Tillott, S., De Jong, G., & Hurley, D. (2026). Self-regulation through storytelling: A demonstration study detailing the educational book Game On for resilience building in early school children. Journal of Moral Education, 55(2), 366–385.

https://doi.org/10.1080/03057240.2024.2403992

Trismayanti, S. (2020). Strategi Guru dalam Meningkatkan Minat Belajar Peserta Didik di Sekolah Dasar. AL-ISHLAH: Jurnal Pendidikan Islam, 17(2), 141–158. https://doi.org/10.35905/alishlah.v17i2.1045

Utami, L. D. (n.d.). Program studi pendidikan islam anak usia dini

jurusan pendidikan madrasah Fakultas Tarbiyah Dan Ilmu Keguruan Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto 2024.

Welsh, R. O., & Little, S. (2018). The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582

Yupita, E. (n.d.). Program studi pendidikan guru madrasah Ibtidaiyah Fakultas Tarbiyah Dan Tadris Universitas Islam Negeri Fatmawati Sukarno Bengkulu Tahun 2022.

DOI: https://doi.org/10.15548/jt.v33i2.1132