PERAN GURU DALAM PEMBENTUKAN NILAI KARAKTER DISIPLIN SISWA SEKOLAH DASAR

Abstract

Discipline-oriented character education constitutes one of the most fundamental dimensions within the comprehensive construction of the educational system at the elementary school level. The existence of disciplinary character is perceived as an essential instrument in cultivating learners who possess the capacity to comply with regulations, internalize both personal and social responsibilities, and continuously reproduce constructive behavioral patterns within the dynamics of everyday life. In this context, teachers occupy a strategic as well as central position as transformative educational agents who contribute significantly to the process of shaping students’ disciplinary character through normative role modeling, pedagogical habituation, and the provision of educational guidance integrated into the entirety of learning activities within the school environment. This research employed a library research approach by utilizing various scholarly literatures possessing conceptual relevance to the discourse of character education and student discipline at the elementary school level. The data collection process was conducted through a sequence of academic activities encompassing intensive examination of literary sources, systematic note-taking, and critical-interpretative analysis of scientific journals, books, and other academic references associated with the object of the study. The findings of the literature analysis indicate that teachers perform multifaceted pedagogical functions as role models, mentoring facilitators, educational motivators, and evaluators in the process of constructing students’ disciplinary character. The implementation of disciplinary character formation is actualized through continuous habituation of positive behavior, consistent enforcement of school regulations, the provision of rewards and educational consequences, as well as the strengthening of synergistic collaboration between educational institutions and the family environment. The consistency of teachers in executing these pedagogical functions has been proven to encourage the gradual and sustainable development of students’ disciplinary character, thereby generating positive implications for the optimization of learning outcomes and the overall success of the educational process within schools.