ANALISIS PENANAMAN KARAKTER DISIPLIN PESERTA DIDIK PADA MASA PEMBELAJARAN TATAP MUKA TERBATAS DI KELAS V SD NEGERI KARANGJATI 03 KECAMATAN SAMPANG KABUPATEN CILACAP

UTAMI, YULIA PUPUT (2022) ANALISIS PENANAMAN KARAKTER DISIPLIN PESERTA DIDIK PADA MASA PEMBELAJARAN TATAP MUKA TERBATAS DI KELAS V SD NEGERI KARANGJATI 03 KECAMATAN SAMPANG KABUPATEN CILACAP. S1 thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

This study was conducted to describe the inculcation of the disciplined character of students during the limited face-to-face learning period for fifth grade SD Negeri Karangjati 03, Sampang Sub-District, Cilacap Regency. This study aimed to determine the instilling of disciplined character by teachers in students and the obstacles experienced by teachers in inculcating disciplined character in students during the Limited Face-to-face Learning period. The research method used is a qualitative research method with a case study approach. Interviews, observation, and documentation were used to collect data. The data analysis procedure is through the stages of data collection, data reduction, data display, and conclusion drawing. The validity of the data used is using source triangulation and technical triangulation. The results of this study indicate that in planting disciplined characters, teachers use external control techniques, namely by giving threats or punishments to students who are not disciplined and giving rewards in the form of praise, smiles, and applause to disciplined students. The teacher instills a disciplined character through inner control techniques, namely by being a good role model for students. The teacher sets an example by using appropriate speech and vocabulary, being friendly and polite, getting dressed well, and arriving at school on time. In order to foster cooperation between teachers and pupils, the teacher employs a cooperative control strategy. A learning contract that both teachers and students must abide by establishes the terms of cooperation. Teachers encounter difficulties in conditioning students to be conducive to learning activities, conditioning students to arrive at school on time, disciplining students to dress in accordance with school rules, and in cultivating the disciplined character of students during the limited face-to-face learning period for fifth graders.

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