PENANAMAN KARAKTER DISIPLIN POSITIF MELALUI KESEPAKATAN KELAS DI KELAS V SD NEGERI KUTOSARI 01

Abstrak

Rendahnya tingkat kedisiplinan peserta didik di sekolah dasar masih menjadi tantangan dalam pembentukan karakter. Studi ini bertujuan untuk meneliti efektivitas implementasi kesepakatan kelas dalam membangun sikap disiplin positif pada siswa kelas V SD Negeri Kutosari 01. Penelitian ini menerapkan metode deskriptif kualitatif dan teknik pengumpulan data melalui observasi serta survei. Subjek penelitian mencakup 24 siswa dan dilakukan sepanjang satu semester tahun ajaran 2024/2025 Hasil observasi menunjukkan peningkatan perilaku disiplin setelah diterapkannya kesepakatan kelas, antara lain: datang tepat waktu meningkat dari 54% menjadi 88%, mengerjakan PR dari 58% menjadi 91%, dan kepatuhan terhadap aturan kelas dari 42% menjadi 85%. Hasil angket menunjukkan bahwa 93% siswa merasa memahami aturan karena terlibat dalam penyusunannya, 90% merasa lebih bertanggung jawab, dan 87% lebih termotivasi untuk bersikap disiplin. Simpulan dari penelitian ini adalah bahwa kesepakatan kelas terbukti efektif sebagai strategi penanaman karakter disiplin positif, karena mampu menumbuhkan kesadaran, tanggung jawab, dan iklim belajar yang kondusif. Strategi ini juga selaras dengan prinsip Kurikulum Merdeka dan layak direkomendasikan sebagai model pembelajaran berbasis karakter di sekolah dasar.  

The low level of student discipline in elementary schools is still a challenge in character building. This study aims to examine the effectiveness of implementing class agreements in building positive disciplinary attitudes in grade V students of Kutosari 01 Elementary School. This study applies a qualitative descriptive method and data collection techniques through observation and surveys. The research subjects included 24 students and were conducted throughout one semester of the 2024/2025 academic year. The results of the observation showed an increase in disciplined behavior after the implementation of the class agreement, including: arriving on time increased from 54% to 88%, doing home-work from 58% to 91%, and compliance with class rules from 42% to 85%. The results of the questionnaire showed that 93% of students felt they understood the rules because they were involved in drafting them, 90% felt more responsible, and 87% were more motivated to be disciplined. The conclusion of this study is that class agreements are proven to be effective as a strategy for instilling positive disciplinary character, because they are able to foster awareness, responsibility, and a conducive learning climate. This strategy is also in line with the principles of the Independent Curriculum and is worthy of being recom-mended as a character-based learning model in elementary schools.