ANALISIS PELAKSANAAN PEMBIASAAN DISIPLIN PESERTA DIDIK KELAS 5C MIN 1 BANTUL DI MASA PANDEMI COVID-19

Vina Idamatus Silmi, NIM.: 17104080001 (2021) ANALISIS PELAKSANAAN PEMBIASAAN DISIPLIN PESERTA DIDIK KELAS 5C MIN 1 BANTUL DI MASA PANDEMI COVID-19. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The problems studied in this research are: (1) how is the implementation of disciplinary habituation for class 5c MIN 1 Bantul students during the Covid-19 pandemic (2) what are the supporting and inhibiting factors for disciplinary habituation of class 5c MIN 1 Bantul students during the pandemic covid-19 (3) what is the impact of disciplinary habituation of class 5c MIN 1 Bantul students during the Covid-19 pandemic. This type of research is descriptive qualitative research, namely research that is used to describe, explain, and answer questions about current phenomena and events. Descriptive research does not provide processing, manipulation or modification of independent variables, but describes a situation as it is, which can describe the state of an individual or group. Data was taken from various sources, including the principal, homeroom teacher, students and guardians of grade 5 students C. Data collection was carried out by interview, observation, and documentation. The data analysis technique uses the steps of data reduction, data presentation and drawing conclusions. The technique of checking the validity of the data used the triangulation method. The results of this study indicate: 1) The implementation of discipline habituation has a strategy to fit the expected goals. The first strategy requires the socialization of rules and activities, the second requires early habituation, the third requires assistance and supervision, the fourth provides continuous motivation and then the fifth is given a warning or sanction if there are students who violate or do not obey code of Conduct. After implementation there must be factors that influence. The results of the second study). Factors supporting and inhibiting the implementation of discipline habituation. The first supporting factor, the existence of the same initiative between all parties, the second, the existence of an association between guardians, the third, always coordinating, the fourth, setting an example and finally the existence of supporting facilities and infrastructure. As for the first inhibiting factor, the environment is different, and second, parents are less concerned about their children.

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