Abstrak: Penelitian ini bertujuan untuk menggali, mengkaji, dan mendiskripsikan pelaksanaan pendidikan karakter disiplin di sekolah dasar dan diharapkan dapat ditemukan kebijakan yang mendukung keberhasilan pendidikan karakter. Penelitian ini pendekatan kualitatif. Penelitian dilakukan di SD Muhammadiyah Sapen Yogyakarta, dengan subjek kepala sekolah, guru, dan siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Teknik pemeriksaan keabsahan data yang digunakan adalah teknik triangulasi. Hasil penelitian menunjukkan bahwa dalam melaksanakan pendidikan karakter disiplin di SD Muhammadiyah Sapen dilakukan melalui sembilan kebijakan, yaitu (1) membuat program pendidikan karakter; (2) menetapkan aturan sekolah dan aturan kelas; (3) melakukan sholat Dhuha dan Sholat Dhuhur berjamaah; (4) membuat pos afektif di setiap kelas; (5) memantau perilaku kedisiplinan siswa di rumah melalui buku catatan kegiatan harian; (6) memberikan pesan-pesan afektif di berbagai sudut sekolah; (7) melibatkan orang tua; (8) melibatkan komite sekolah; dan (9) menciptakan iklim kelas yang kondusif.Kata Kunci: pendidikan karakter disiplin, sekolah dasar PENDIDIKAN KARAKTER DISIPLIN DI SEKOLAH DASARAbstract: This study aims to explore, examine, and describe on implementation of discipline character education in elementary school and found a variety of policies that must be implemented to support the success of character education discipline. This study is a qualitative approach. This research was conducted in Muhammadiyah Sapen Yogyakarta Elementary School, with the subject principal, teachers, and student. Data were collected through observation, interviews, and documentation. Data validity used is the technique of triangulation. The results showed that in implementing character education of discipline in Muhammadiyah Sapen Yogyakarta Elementary School conducted through nine policies that (1) create a character education program; (2) define the rules of the school and classroom rules; 3) Duha and the Dhuhr prayer together; (4) make a post in the affective; (5) monitor the behavior of the students discipline in the home through daily activity logbook; (6) provide affective messages in various corners of the school; (7) involve parents; (8) involve the school committee; and (9) create a classroom climate that is conducive.

Tujuan penelitian ini untuk untuk mengetahui sejauh mana peranan media sosial dapat berpengaruh terhadap gaya hidup remaja di SMA Negeri 5 Bandung. Penelitian ini menggunakan pendekatan kualitatif dan menggunakan metode studi kasus. Simpulan penelitian ini intensitas pengguna media sosial saat ini semakin meningkat. Media sosial digunakan sebagai alat komunikasi maupun hiburan di.kalangan remaja perkotaan. Berkembangnya media sosial memberikan dampak baik positif maupun negatif bagi penggunanya. Pembelajaran sosiologi dapat dimanfaatkan sebagai contoh gaya hidup remaja saat ini sebagai upaya membina karakter remaja dalam menghadapi era globalisasi.      Kata kunci : media sosial, gaya hidup, siswa

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

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Penelitian dilakukan untuk mengetahui apakah kelompok teman sebaya berpengaruh terhadap terjadinya perilaku bullying siswa di sekolah. Penelitian bertujuan untuk mengetahui gambaran umum mengenai kelompok teman sebaya, perilaku bullying siswa, dan pengaruh kelompok teman sebaya terhadap terjadinya perilaku bullying siswa. Hasil penelitian menunjukkan bahwa siswa SMA cenderung mempertimbangkan kesamaan yang dimiliki, sebagian besar siswa SMA pernah melakukan perilaku bullying baik secara verbal, fisik maupun psikis, dan kelompok teman sebaya berpengaruh secara positif dan signifikan terhadap perilaku bullying siswa di SMA Negeri di Kota Bandung dengan koefisien korelasi sebesar 0,360 dan ρ < 0,05 , serta koefisien determinasi sebesar 13%.  Hal ini menggambarkan bahwa sebanyak 13% dari variabel dependen dipengaruhi oleh variabel independen. Kata kunci : kelompok sebaya, perilaku bullying, siswa SMAN.

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Th e objective of this study was to describe the implementation of integrated education in Nur Hidayah Islamic Integrated Senior Secondary School of Sukoharjo, Central Java, Indonesia. It used the analytic descriptive-qualitative method with the case study approach. Th ere are seven main principles of integration in the learning process, namely: integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities. Th e impact of the integrated education can form intact personality which encompasses religiosity, morality, intellectuality, high motivation, leadership, healthy lifestyle, self-reliance, work ethics and discipline, and socio-political awareness. Th us, models of integrated education can be implemented in senior secondary schools.

The ministerial reform on character education in Indonesian schools and its effect on school practices remain a challenge as the roles of school leadership have been significantly unaddressed. This study aimed to examine the effect of school managerial practices on teachers' beliefs and perceptions in character education. This cross-sectional survey collected data from 574 teachers from the randomly selected 105 primary, junior and senior secondary schools in five districts throughout Indonesia. Using very simple models of education production function, this research found that the quality of school managerial practices had impacts on teachers'favorable beliefs and initiatives to create and manage students' activities in schools and boost students' values. Driven by the parental pressure to school, the principals were to build and manage local development measures as stipulated in the ministerial policy. Among those was the continuous professional development that enabled the teachers to learn, to discuss, and to share their best practices with others in a continuous manner.