MEMBANGUN DISIPLIN DAN TANGGUNG JAWAB SISWA SMA KHADIJAH SURABAYA MELALUI IMPLEMENTASI TATA TERTIB SEKOLAH

Abstract

ABSTRAK
Sekolah memiliki peran dalam melakukan transformasi pengetahuan, keterampilan, dan nilai-nilai budaya.Penelitian ini untuk mengetahui proses membangun disiplin dan tanggung jawab siswa SMA Khadijah Surabaya melalui implementasi tata tertib sekolah, kendala yang dialami dan upaya untuk mengatasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif.Data penelitian ini diperoleh melalui wawancara, observasi dan dokumentasi.Teknik analisis data menggunakan reduksi data, penyajian data, dan verifikasi data.Hasil penelitian ini terbagi berdasarkan tiga tahap yaitu perencanaan, pelaksanaan, evaluasi. Perencanaan diwujudkan dalam proses penyusunan peraturan tata tertib siswa, pelaksanaan pengembangan diri siswa dilaksanakan melalui 1) kegiatan rutin sekolah; 2) kegiatan spontan; 3) keteladanan; 4) pengondisian, dan evaluasi terhadap sejauh mana keberhasilan pelaksanaan tata tertib. Sedangkan kendala-kendala yang dialami yaitu kurangnya kesadaran diri siswa akan pentingnya disiplin dan tanggung jawab, kurangnya kedisiplinan di rumah, pengaruh lingkungan pergaulan siswa, kurangnya sikap keteladanan beberapa guru dalam ketepatan datang ke sekolah, kurangnya kepedulian dan ketegasan beberapa guru sebagai motivator dalam menegur siswa yang bermasalah dengan tata tertib, dan kurangnya sosialisasi penambahan peraturan baru oleh pihak kesiswaan kepada guru piket. Upaya mengatasi kendala yaitu memberikan pembinaan kepada siswa yang bermasalah oleh guru atau wali kelas dengan mendatangkan orang tua, komunikasi antar warga sekolah, dan musyawarah dalam kegiatan ESI.
Kata kunci : Disiplin, Tanggung Jawab, Tata Tertib Sekolah
ABSTRACT
School have a roles transforming the knowledge, skills, and cultural values. This research have some benefit, it is for knowing the process of building discipline and responbility of senior high school of Khadijah Surabaya with the implementation of school rules, the problem they have and attemt to overcome.This research used a qualitative approach with descriptive methods.The research data was obtained through interviews, observation and documentation.Analysis using data reduction, data presentation, and data verification.The result is divided by three phases, namely planning, implementation, and evaluation. Planning is realized in the process of preparing student disciplinary rules, the implementation of self-development of students is carried out with 1) school routines; 2) spontaneous activity; 3) exemplary; 4) conditioning, and the evaluation of the extent of implementation of the order.While the problem they have is the weak awareness of the importance of self-discipline and responsibility of the students, the weak of discipline at home, and poor of parental supervision, the influence of social environment, the lowest attitude exemplary from some teacher to come to school, the weak of awareness and assertiveness some teachers as motivators in reprimanding students with discipline problems, and the weak of socialization addition of new rules by comite to the teacher. Attemp to overcome the obstacles which provide coaching to students who have problems with the order by the homeroom teacher or invite the parent, communication between the school community, and meeting in the ESI activities (Evaluation and Information Sharing).
Keywords : Discipline, Responsibility, Rules of conduct at school