PENDIDIKAN KARAKTER BERBASIS PEDAGOGIK KI HADJAR DEWANTARA DALAM PEMBINAAN DISIPLIN SISWA DI SMAN 3 SUBANG

Neni Resmini, - and Pupun Nuryani, - and Aryanti, - (2025) PENDIDIKAN KARAKTER BERBASIS PEDAGOGIK KI HADJAR DEWANTARA DALAM PEMBINAAN DISIPLIN SISWA DI SMAN 3 SUBANG. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kedisiplinan siswa merupakan bagian penting dari pendidikan karakter yang perlu dikembangkan secara sistematis dan berkelanjutan di lingkungan sekolah. Penurunan skor karakter siswa serta meningkatnya pelanggaran disiplin di SMAN 3 Subang menunjukkan perlunya pendekatan yang lebih holistik dan kontekstual. Pedagogik Ki Hadjar Dewantara, yang mengedepankan prinsip sistem among dan pembiasaan melalui kegiatan '4 Olah' (Olah Pikir, Olah Raga, Olah Rasa, and Olah Karsa), menawarkan konsep yang selaras dengan nilai-nilai pendidikan nasional. Berdasarkan latar belakang tersebut, penelitian ini bertujuan untuk menganalisis implementasi pendidikan karakter berbasis pedagogik Ki Hadjar Dewantara dalam pembinaan disiplin siswa di SMAN 3 Subang. Penelitian ini menggunakan pendekatan kualitatif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan kajian dokumentasi. Responden penelitian terdiri atas kepala sekolah, guru mata pelajaran, guru bimbingan konseling, dan siswa. Hasil penelitian menunjukkan bahwa pendidikan karakter telah diimplementasikan secara terintegrasi dalam kebijakan sekolah, pembelajaran, dan budaya sekolah. Perencanaan pembelajaran merujuk pada pembentukan karakter dan disiplin dengan memanfaatkan model pembelajaran problem solving learning dan project based learning. Pelaksanaan Pembelajaran menunjukkan implementasi nilai-nilai pedagogik Ki Hadjar Dewantara, khususnya melalui penerapan Sistem Among (Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani) dan Tringa (ngerti, ngrasa, ngelakoni) dalam perencanaan pembelajarannya. Guru berperan sebagai teladan, fasilitator, dan motivator. Pendekatan humanis dan restoratif juga digunakan dalam menangani pelanggaran disiplin, dengan mengutamakan kesadaran diri siswa melalui dialog, konseling, dan konsekuensi edukatif. Evaluasi dilakukan secara menyeluruh melalui penilaian sikap, dokumentasi pelanggaran, refleksi siswa, dan supervisi kepala sekolah. Simpulan menunjukkan bahwa pendekatan ini efektif membina disiplin siswa dan mendorong pergeseran paradigma dari hukuman ke pendidikan. Student discipline is a vital component of character education that must be developed systematically and sustainably within the school environment. The decline in students’ character scores and the increase in disciplinary violations at SMAN 3 Subang indicate the need for a more holistic and contextual approach. The pedagogy of Ki Hadjar Dewantara, which emphasizes the Among System and habituation through the “Four Aspects” (Olah Pikir, Olah Raga, Olah Rasa, and Olah Karsa), offers a framework that aligns with national educational values. Based on this background, the present study aims to analyze the implementation of a character education grounded in Ki Hadjar Dewantara’s pedagogy as a strategy for fostering student discipline at SMAN 3 Subang. This research employs a qualitative approach. Data were collected through in-depth interviews, participatory observations, and document analysis. The respondents included the principal, subject teachers, guidance and counseling teachers, and students. The findings indicate that the program has been implemented in an integrated manner within school policies, instructional practices, and school culture. Lesson planning is oriented toward character and discipline development by utilizing problem-solving and project-based learning models. Instructional activities reflect the values of Ki Hadjar Dewantara’s pedagogy, particularly through the application of the Among System (Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani) and Tringa (ngerti, ngrasa, nglakoni). Teachers act as role models, facilitators, and motivators. A humanistic and restorative approach is also employed in addressing disciplinary violations, prioritizing student self-awareness through dialogue, counseling, and educative consequences. Evaluation is conducted comprehensively through attitude assessment, disciplinary records, student reflection, and principal supervision. The conclusion demonstrates that this approach effectively fosters student discipline and encourages a paradigm shift from punishment to education.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=new_articles&hl=en&imq=NENI+RESMINI# SINTA ID DOSEN PEMBIMBING Pupun Nuryani: 6000860 Aryanti: 6798533
Uncontrolled Keywords:	Pendidikan karakter, Ki Hadjar Dewantara, disiplin siswa, sistem among. Character education, Ki Hadjar Dewantara, student discipline, among system.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Sekolah Pasca Sarjana > Pedagogik S-2
Depositing User:	Neni Resmini
Date Deposited:	29 Oct 2025 03:28
Last Modified:	29 Oct 2025 03:28
URI:	http://repository.upi.edu/id/eprint/144213

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